MANUAL OF 
PHYSICAL TRAINING 
AND GAMES 



FIRST AND SECOND GRADES 



BALTIMORE PUBLIC SCHOOLS 
Adolph Picker, G. G. 

SUPERVISOR OF PHYSICAL TRAINING 



6 



n. of D. 

MAS j5 1920 



BALTIMORE 
MEYER & THALHEIMER 
CITY PRINTER 



1916 ' 



Handbook of Lessons in Physical Training, 



INTRODUCTION. 

In preparing this handbook, special care has been taken to 
omit unnecessary technical terms and to make the commands 
as simple as possible consistent with clearness. We have made 
each command to indicate, first, the part of the body involved, 
then the direction, and finally the movement. For example: 
Trunk sideward — bend. 

The work of the first four grades consists mainly of free- 
hand exercises, but for the four upper grades we have in- 
cluded dumbbell and wand exercises. Rhythmic steps, song 
games, folk dances and games for the school room and yard 
are assigned to each lesson. A special list of appropriate 
song games, folk dances and playground games is appended 
to the outline for each grade. These are to be used at the 
discretion of the teacher. 

This handbook contains 18 lessons, each of which is in- 
tended to be for one-half of a month. Teachers may review 
previous lessons at their discretion, but should teach the as- 
signed lesson first. 

The conditions under which the work is conducted in the 
regular classroom and corridors are not altogether favorable. 
For this reason the success of the lesson will depend largely 
upon the attitude of the class teacher. The fidelity and faith- 
ful co-operation of the teachers and those in charge of the 
schools will determine the results attained. 

Whenever possible, the lesson in physical training should 
be given out of doors. By preference, the places for gym- 
nastics, are: 

1. The Schoolyard. 2. Gymnasium. 3. Corridors, halls or 
basements. 4. The schoolroom. 

THE OBJECTS OF SCHOOL GYMNASTICS. 

Gymnastics or physical training is regulated and supervised 
muscular exercise, under conditions that tend to promote the 



3 



health, msure the normal growth, and to develop and disci- 
pline the motor powers of the pupils. 

The aims of this training are two-fold, namely : hygienic 
and educational, health producing and habit forming. 

Viewed as to its physical effects, gymnastics produce health 
and hardiness. By combating and alleviating such unhygienic 
school conditions as impure air, bad light, improper sitting 
and standing, long periods of phj^sical inactivity, it increases 
health. It develops strength and organic vigor. By increas- 
ing power of co-ordination, it promotes quickness and skill. 
It cultivates endurance, and strives for beautj^ of form. By its 
combination of strength and co-ordination, it produces graceful 
motion. 

Viewed from its educational, habit forming effects, school 
gymnastics promotes obedience, exactness and order. It 
trains for alertness, quick perception and quick reaction. It 
strengthens the willpower. It awakens an appreciation of 
the beautiful in form and motion. In its competitive forms, 
it leads to self-control, self-denial, loj^alty to leaders, and 
awakens and promotes morality. 

LESSON MATERIAL. 

Lesson material used in this handbook consists of two groiifw 
of exercises : 

1. Classroom. 

2. Schoolyard. 

I. The formal lessons contain : 

(a) Introductory exercises. 

(b) Free exercises. 

(1) Freehand exercises. 

(2) Dumbbell exercises. 

(3) Wand exercises. 

(c) Rhythmic steps. 

(d) Breathing exercises. 

II. Supplementary lessons contain : 

(a) Running. 

(b) Contest exercises. 

(c) Games. 

A series of 18 lessons, progressive throughout, for each 
two grades, has been prepared, each lesson consisting of seven 
exercises or groups of exercises. The same type of exercises 



4 



will be found under the same number in all the lessons and 
grades in the folloAving' order: 

1. Preliminary movements. 

2. Head, head and arm exercises. 

3. Arm, arm and trunk, arm and leg exercises. 

4. Trunk, trunk and arm, trunk and leg exercises. 

5. Leg, leg and arm, leg and trunk exercises. 

6. Rhythmic steps. 

7. Breathing exercises. 

The object of this arrangement is to relieve quickly all 
congested parts of the body, assist the organic processes of 
circulation, digestion and respiration, through vigorous move- 
ments of the different parts involved; to develop muscular 
strength, co-ordination, grace and a- correct posture of the 
body, and to counteract, to a great extent, the harmful effects 
of prolonged sitting and stooping. 

INSTRUCTIONS AND SUGGESTIONS TO TEACHERS. 

I. All exercises can be given in the classroom, but the use 
of the 3^ard, corridor, hall or basement is preferable. 

II. Before beginning, purify the air of the classroom by 
opening Avindows at the top. In mild weather, raise and lower 
window^s, but avoid all drafts. Close windows immediately 
after exercises. Appoint monitors for the window^s. In school 
buildings having fan ventilating systems, be governed by 
rules. 

III. Explain to your pupils the discomfort and evil effects 
of wearing tight garments at any time and especially for this 
work. It is advisable that boys remove their coats during the 
exercises. Overshoes, rubbers and wraps should not be worn 
in a well-heated room, and not at all during lessons in physi- 
cal training. 

IV. The pupils should be arranged according to size and 
sex, the shortest in front. This can be accomplished by chang- 
ing seats or walking to assigned places. Take shortest way 
in the least time or else have a march around the room with 
returning to assigned places. In separating the sexes, it is 
most practical to arrange them in alternate rows, called 
files. 

V. Teachers are requested to practice rising and closing 
exercises. During all lessons, the teacher must never lose 
sight of the fact, that if the ten minutes devoted to gymnastics 
are to be of value to the pupils, they must be filled by well 
directed, vigorous work. Commands must be given clearly 



5 



and promptly and pupils kept busy. Teachers will get better 
results if the lessons are taught without the use of the text- 
book. This is not so difficult as it might appear, for in all 
lessons the exercises are arranged in the same general order, 
for instance, as follows : 

1. Introductory movements. 

2. Head exercises. 

3. Arm exercises. 

4. Trunk exercises. 

5. Leg exercises. 

6. Rhythmic steps. 

7. Breathing exercises. 

8. Grames. 

Furthermore, each lesson is developed according to a defi- 
nite plan and all movements are executed in a certain direc- 
tion, i. e. lesson one forward, lesson two sideward, lesson three 
backward. 

VI. Every exercise should be taken, first, for good posi- 
tion ; second, for re-action ; third, for rhythm ; after which the 
complete movement should be repeated for 16 counts. The 
number placed after exercises indicate the minimum number 
of repetitions. 

VII. Principals are requested to designate the time for each 
class to take its gymnastic lesson in the yard. If the yard is 
divided, two or more classes may exercise at the same time 
under the direction of their respective class teachers. 

VIII. Teachers should insist on good standing and sitting 
position and exact execution of all movements. 

IX. When exercising in rhythm, teachers must learn to 
discriminate between long and short movements. Take all 
trunk and head movements slowly. 

X. In addition to the regular lesson, teachers may review 
exercises of previous lessons. This gives teachers a chance for 
individuality. 

XI. The supervisor's assistant will visit each school in his 
district at regular intervals, conduct the new lesson, and assist 
the class teacher if necessary. 

XII. The supervisor's assistants must report all irregu- 
larities, which they are unable to adjust, to the head of this 
department. 

XIII. The Director of Physical Education will visit each 
room at least twice a year to see how the class teachers con- 



6 



duct the Avork. At these visits he will take note of the follow- 
ing points : 

The manner of giving the lesson; clearness and accuracy in 
giving commands; promptness, correctness and vigor of ex- 
ecution, and the attention paid to the development of good 
posture. 

XIV. In the fifth to the eighth grades, hand apparatus such 
as dumbbells and wands are used when assigned in the lesson. 
Classes in schools where there are no dumbbells take the same 
exercises as free exercises, pupils clenching hands to fists. 
Wands are to be of wood 36 inches long and li/g to li/4 inches 
thick. Exercises with hand apparatus are best performed out 
of doors or in the gymnasium. 

Carrying the Wand — Carry the wand at the right shoulder, 
the lower end resting, the thumb, ring and little finger closing 
around the wand. The hand is pressed against the wand in 
such a manner that the back of the hand is turned forward, 
the arm is extended. The upper part of the wand rests in the 
depression in front of the shoulder. The wand should be 
vertical. 

To bring the wand to the starting position, command : Wand 
low in front — Place ! This may be done in diiferent ways : 

(a) Swing left arm side-upward, bend it over head and 
grasp wand at upper end and with the hand behind the wand, 
i. e. palm forward and little finger on top — One! Fig. No. 3. 

Bring w^and in front of thighs (changing right hand at the 
same time) — Two! Fig. No. 4. 

(b) Eaise left hand side-upward and place the back of the 
hand against the forehead (Salute) — One! Fig. No. 1. Left 
arm sideward — Two! Fig. No. 2. Grasp wand at upper end 
(See Fig. No. 3) — Three! Lower wand (See Fig. No. 4.) — 
Four ! 




rig. 1. 



Fig. 2. 



Fig. 3. 



Fig. 4. 



COMMANDS. 



The proper giving of the commands is of the utmost im- 
portance. Upon the ability to give commands depends largely 
the success or failure of the teacher. The motor activities as 
well as the inhibitory powers are developed by the prompt 
response to well-given commands, while the tone of voice and 
the emphasis determine largely the amount of vigor and energy 
the pupils put into their work. Therefore, every teacher 
should make it a duty to study carefully the commands and to 
acquire the habit of giving them correctly. 

Every command should have two parts: ''Explanatory" and 
"Executive." The first part, in which the class is informed of 
what it is to do, should be as terse and precise as is consistent 
with clearness, and should be in the form of a complete sen- 
tence, conveying clearly the idea of the motion or motions to 
be executed, as "Raise arms forward" is the first part of a 
command. However, to complete the command, the second 
or executive part is necessary in order that the pupils may 
know when to raise the arms. For this part of the command 
the verb which indicates the movement is generally used, 
although in exercises having a succession of movements a 
number may be used instead. 

AYhen using the verb as the command of execution, it is 
well, in order to avoid repetition of the word, to use the in- 
verted form, placing the verb last, thus : Arms forward and 
heels — Raise I or. Raise left leg and arms forward — Stretch! 

The explanatory part of a command should always be given 
in a clear and distinct manner: then there should be a pause of 
greater or lesser duration, which is followed by the command 
for execution, and this should always be given in an accented 
and forceful manner. The call for "Attention I" should be 
used sparingly, as it is presumed that all pupils, when exer- 
cising, are attentive. AYhen it is used, it should be in the 
manner of an executive command. AYhen an exercise is to be 
discontinued use the command "Stop!" or "Halt!" This 
should also be as decisive as a command for execution. 

In specifying direction, movement, or part of the body, the 
teacher should always use the exact term; as. forward, upward, 
raise, thrust, stretch, left leg. right knee. etc.. so that the 
pupil will not be in doubt as to the meaning of the command. 

In this manual, technical terms are avoided as much as 
possible. The term- "Bendkneestep. " which is used, is a con- 
traction of the sentence: "Bend (right) knee and touchstep 
forward with the (left) foot." This contraction gives us 



8 



''Bendkiieestep forward left." • All other technical expres- 
sions are so plain that they are self-explanatory. The use 
of the suffix "Avard" in connection with the word side, giving 
"sideward,"* is used for tlie sake of uniformity with upward 
and forward. 

ROUTINE FOR BEGINNING AND CLOSING THE LESSON. 

(a) Ventilate. 

(b) Command: Prepare for exercises! 

Explanation — Pupils arrange their desks, remove super- 
fluous clothing and sit erect, hands on desk. 

(c) Command: Rise in three counts. 

Explanation — At one, pupils place the hands on the seat; 
at two, pupils rise and lift the seats; at three, pupils step 
sideward into the aisles. 

(d) Command: For m^arching — About — Face! 
Explanation — Pupils in alternate aisles face to the rear. 

(e) Com.mand: To your places — March! 

Explanation — The pupils Avill march 'around the various 
sections of the seats to places previously assigned to them. 
They should be so arranged that boys stand in one aisle and 
girls in another, or if preferable, boys stand on one side of 
the room and girls on the other; the smaller pupils should be 
in front, the taller behind. As the pupils get to their as- 
signed places, they step between the desks until every pupil 
reaches his place. At the command they step in the aisles 
in two counts. 

The pupils are facing the teacher now, ready for exercises. 
After the lesson — Command: For marching — About — Face! 
Same as (d) above. 

Command: To your seats — March! Same as (e) above, 
except that the pupils go to their regular seats. 

Comm.and: Take your seats! 

Explanation — Pupils grasp the seat, lower it Avhile they 
take sitting positions. 

FUNDAMENTAL POSITION. 
Command: In position — Stand! 

Explanation — Heels together; feet slightly turned out, knees 
extended and together; chest arched forward, shoulders and 
hips drawn back ; arms extended downvrard ; palms turned 
again>^t the thighs, lightly touching them; fingers and thumbs 



"See Standard Dictionary. 



9 



extended, and together ; head erect ; chin drawn in ; eyes to the 
front; the body from feet upward slightly leaning forward, 
so that the weight of the body rests principally on the balls of 
the feet. 

RESTING POSITION. 

Command: In Resting Position— Stand ! 

Explanation — An easy position to be taken, free from strain ; 
either foot remains in place as in fundamental position; the 
other foot is placed its length forward, hands are grasped in 
rear, the weight of the body resting principally on the sta- 
tionary foot. Do not use it unnecessarily; use it only during 
explanations. 

Explanations for all technical terms of the principal head, 
arm, trunk, leg and foot movements; marking time, marching 
and breathing exercises used in this manual are : 

A— The Head. 

1. Lower head backward. Face turned upward, chin drawn 
in. 

2. Low^er head sideward. As far as possible. 

3. Turn head. Turning head one-quarter of a circle in 
given direction. 

Eemarks — All head movements must be taken slowly. 

B— The Arms. 

1. Arms Forward — Raise! — The straight arms are raised 
parallel and level with the shoulders; palms inward. 

2. Arms Forward Upward — Raise! — The arms are raised 
upward by passing through the forward position to the upward 
position; palms inward. 

3. Arms Sideward — Raise! — The straight arms are raised 
sideward level with shoulders; palms downward, chest raised, 
shoulders back. 

4. Arms Sideward Upward — Raise! — ^After passing height 
of shoulders, the hands turn, palms inward, arms vertical — and 
next to head. 

5. Hands in Rear — Grasp ! — The left hand is grasped by the 
right in rear of body ; arms down. 

6. (a) Hands on Hips^ — Place! — Fig. 5. — The hands are 
placed on hips with thumbs well to the rear ; fingers forward, 
elbows and shoulders drawn backward. In various balance 
steps, the hands are placed on hips with palms out, elbows 
sideward. This is called: (b) Back of Hands on Hips— Place! 



10 



7. Arms Inward — Bend! — Fig. 6 — The arms are raised 
shoulder height and bent imvard so that hands are in front of 
shoulders. 

8. Arms in Rear — Fold! — The right hand grasping the left 
forearm behind back, or vice versa. 

9. Arms for Thrust — Bend! — Fig. 7 — The arms are flexed; 
elbows well back, forearms horizontal, hands clenched, 
knuckles turned downward. Thrusting means stretching and 
twisting arms. 

10. Hands on Shoulders — Place! — ^Fig. 8 — The elbows side- 
w^ard, well back and level with shoulders; fingers touching 
shoulders. 




Pig. 5. Fig. 6. Fig. 7. Fig. 8. 



11. Hands in Rear of Neck — Place! — Fig. 9 — Arms flexed, 
hands open, fingers pressing against back of neck, elbows side- 
ward. 

12. Arms to a Circle Over Head — Raise ! — The arms can be 
raised forward or sideward upward, indicated in the respective 
lesson, arms rounded to a circle, middle fingers touching. 

13. Arms Upward — Bend! — Fig. 10 — end forearms upward 
so that the hands are on the outside of shoulders, the latter 
w^ell back and elbows down close to trunk. The muscles of the 
arms must be tense. 

14. Arms to Strike — Bend! — Fig. 11 — Raise arms sideward 
and bend over shoulder with clenched fists, the knuckles back- 
ward, elbows in line with shoulders. 

15. Arms Sideward to Left (or Right) — Raise! — ^Fig. 12 — 
The straightened left arm is raised sideward; the right arm is 
bent to a right angle and raised on a level with shoulders, 
palms down. 



11 



rig. 9. 



Fig. 10. 



Fig. 11. 



Fig. 12. 



16. Arms Oblique — Fig. 13 — The arms are raised or 
straightened; left up, right down, or vice versa, either forward, 
sideward, backward, or in oblique direction up and down, or 
both in same direction. 



1. Trunk Forward — Bend! — Fig. 14 — The body is bent for- 
ward down as far as possible, with the spine curved upward, 
face downward. 

2. Trunk Forward to Right Angle — Lower! — Fig. 15 — The 

body is bent at hips to above angle, back straight and hollow, 
head in line with back, chest forward, shoulders backward, 
legs straight. 

3. Trunk Backward — Bend! — Fig. 16 — Raise the chest, 
force the shoulders backward, draw the head backAvard, face 
upward, legs straight. 



4. Trunk to Left (Right)— Bend!— Fig. 17— Bend body 
sideward, chest raised, shoulders backward, stooping neither 
forward nor backward. 

5. Trunk to Left (Right)— Turn!— Fig. 18— The body is 
turned in its erect position from front to side, one quarter turn, 
if possible, with legs straight and feet firm on floor. 



C— The Trunk. 




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D— The Legs. 

1. Half Kneebend — Bend! — The knees are bent to obtuse 
angle, and turned outward. Body erect, chest high, heels 
slightly raised. 

2. Full Kneebend— Bend!— Fig. 19— The knees are bent 
and turned outward; the heels raised and the erect body low- 
ered to a sitting position on the closed heels ; chest high, head 
up. 

3. Heels — Raise! — Standing on toes with heels together and 
legs straight. 

4. Left (or Right) Knee Forward — Raise! — Fig. 20 — Raise 
bent leg forward to level of waist ; lower leg verticle ; toes 
turned down and outward. 




Fig. 17. Fig. 18. Fig. 19. Fig. 20. 



5. Left (or Right) Knee Sideward — Raise! — Raise and 
move bent leg sideward ; ankle on knee of other leg. 

6. Left (or Right) Lower Leg Backward — Raise! — Fig. 21 
- — Raise lower leg backward. 

7. Left (or Right) Leg Forward, Sideward or Backward — 
Raise! — Raise the straight leg in given direction, foot about 
twelve inches high, toes turned down and outward. 

8. Touchstep Forward, Sideward or Backward — Stand! — 
Place the straight leg in given direction with foot turned out- 
ward, toes touching floor, weight of body resting on stationary 
leg. 

9. Stride, Forward, Sideward or Backward — Stand! — Fig. 

22 — Place the straight leg in given direction with foot flat on 
the floor, weight of body resting equally on both feet. The 
feet are an ordinary step apart (two foot lengths). 

10. Step Forward, Sideward or Backward — Stand! — AVith 
stepping in given direction, transfer w^eight of body on step- 
ping leg with foot flat on floor ; the heel of other foot is raised. 



13 



11. Bend — Kneestep, Forward, Sidewaxd or Backward — 
Stand! — Fig. 23 — The straight leg is placed in given direction, 
toes touching floor, bending the stationary leg without shift- 
ing the weight. 

12. Lunge Forward, Sideward or Backward — Stand! — Fig. 
24 — Take long step in given direction; bend same leg and 
transfer weight of body on stepping leg. Body erect, chest 
high, both feet flat on floor and stationary leg straight. 

Explanation — In all stepping, leg raising and marching, the 
feet are extended down and outward: 




Pig. 21. Fig. 22. Fig. 23. Fig. Zi. 



FACING. 

Every facing is a turning around the long axis of the body. 

Facings are valuable in training for direction; also for 
quickness and promptness of response. 

From the first days of school, the pupils should receive drill 
in right, left, forward, backward, as terms relating to their 
own bodies, and not as relating to the walls of the room. 

Facings may be done by simply raising the whole of one 
foot and the toes of the other, and turning on the heel of the 
latter. Thus, if we wish to turn to the left, we do so, on the 
left heel; right, on the right heel. This method is preferable 
for small children. 

For older pupils, from the third grade up, the following 
method is recommended: 

To turn to the left, raise the sole of the left foot, the heel 
of the right, and with a slight pressure on the toes of the 
latter foot turn the body toward the left; then replace the 
right foot beside the left. To the right side, the movements 
are reversed. This requires two distinct movements, and the 
teacher will do well to count ''1, 2!" for each facing. If 
the command be "Left face," the turn is one fourth of a cir- 



14 



cle to the left, turning on the left heel and toes of right foot; 
''About face," one-half of a circle, or a turn that will bring 
the front of the pupil where the back was before the move- 
ment. 

The commands are : 

Left — Face! — One-fourth turn to the left. 
Right — Face ! — One-fourth turn to the right. 
Left about — Face! — One-half turn to the left. 
Right about — Face ! — One-half turn to the right. 
Half left— Face!— One-eighth turn to the left. 
Half right — Face! — One-eighth turn to the right. 
Drill on direction should be a part of each lesson. 

MARCHING. 

Marching in the schoolroom is necessarily limited; but some 
attention should be paid to it, not only during the gymnastic 
lesson, but also in dismissing the classes from the rooms. It 
is an unfortunate fact that teachers often require pupils to 
leave the room with a slow and stealthy step. This tends to 
produce the shuffling and shambling gait, with drooping shoul- 
ders and head, so common with school children. 

Children should be taught to walk with a brisk, light and 
elastic step, which of itself is conducive to good carriage and 
proper poise. This can be done without noise or undue haste. 

Marching in some form should be a part of every gymnastic 
lesson. During the first few weeks the pupils of the first grade 
need not keep in step, i. e., it is not essential that all the left 
feet move at the same time, but rhythmic succession of move- 
ment must be learned. Having mastered that, they should be 
taught to begin with the left foot, and to keep in step as well 
as in time. 

In the second and higher grades, keeping step should be as 
natural as keeping time in music. 

The gait should not be faster than one hundred and twenty 
steps a minute. The tendency to accelerate should be over- 
come by the teacher's keeping time by clapping hands or 
tapping with the foot or pencil. The rate of speed should be 
maintained whether the pupils march in place (mark time) or 
march forward. In the upper grades the marching to places 
will furnish the opportunity for this drill, although some of the 
other forms described below may be introduced into the 
lessons. 

In the first and second grades, an occasional march around 
the room is advised. 



15 



Marching in Place, or Marking Time. 

Command: Mark time — March! Class — Halt! — One — Two! 

Marking time is marching without gaining ground. The 
feet are raised alternately forward and immediately replaced; 
the knees are slightly bent and the ankles extended as the 
foot moves forward, but there should be no undue swinging 
of the legs or swaying of the body. Raising the knees will 
facilitate the learning of this exercise. 

Variations. 

(a) Mark time and clap hands on every step. 

(b) Mark time and clap hands on every other step. 

(c) Mark time and clap hands on the first of four, six or 
eight steps. 

(d) Mark time and clap hands on third, fifth or seventh 
steps. 

(e) Mark time and clap hands on four steps, then four 
steps without clapping hands. 

(f) Mark time and clap hands on the first, third, fifth, 
sixth and seventh of eight steps (drum beat). 

(g) Mark time and turn to the left or right on a given 
count (first, fourth, etc.). Turning in the same direction 
four times will cause the pupils to execute a complete turn. 

(h) After some practice in direction, mark time and turn 
left or right about on a given count. 

Note — Some of these variations, especially (c), (d) and (e), 
can be used in connection with teaching numbers by counting 
consecutively to sixteen, twenty, twenty-four, etc. Also 
teaching the groups of two, three, four, five, etc. 

Marching From Place. 

Command : Forward — March ! — Halt ! 
Command : Backward — March ! — Halt ! 
Command: Sideward — March! — Halt! 

(a) Forward— Marching forward a certain number of steps. 
March one step forward; three steps forward; seven steps 
forward. 

Note — Remember that it always takes one count more than 
the required number of steps to complete the movement. The 
left foot takes the first step, therefore the right should take 
the closing step. 

For example : Three steps forward — March ! Left — right — 
left, and close with right. 



16 



(b) Backward — After considerable practice the marching 
backward may be added as the reverse movement for the 
forward marching, and later alternate one with the other. 

(c) Sideward — Sideward marching requires two counts for 
gach step. If the direction is to the left, step sideward with 
the left foot ; bring the right up to it and continue to the given 
number, or until the command, "Halt!" is given. 

(d) Alternate marking time with any of the above; also 
with clapping hands and with turning to the left or right — 
two counts ; about face — four counts, etc. 

(e) Marching around the room — Have every other line turn 
to the rear. On the command, "Forward — March!" the first 
line marches across the front of the room, the second line 
marches into the first aisle, the third into the second, and so 
on, all following the first line, and all moving at once. If the 
class is small the pupils march around all the desks, forming 
one continuous line ; but if too large for this, the leader, after 
crossing the room, passes backward in the outside aisle along 
the wall, forward in the next aisle, backward in next, and so 
on, till the first place is reached. As all pupils follow the 
leader, all should arrive at their seats at the same time. They 
should continue to march by marking time at their seats until 
the command, "Halt!" is given, when they should stop by 
taking the last step with the right foot. 

The command to halt may also be given while the class is 
in motion. This is a good drill, teaching the children to stop 
instantly. On the command, "March!" every pupil in the 
class should move at once. 

(f) Running — Any of the foregoing marching exercises 
may be taken in double-quick time, or running. The time 
should be about twice as fast as in marching. All running 
must be on toes. Pupils must keep their distance from one. 
another. 

RHYTHMIC STEPS. * I 

This type of gymnastic work is intended primarily to^ 
develop grace and harmony of motion. Like most of the gym- 
nastic work in the schoolroom, it cannot be employed to the 
fullest extent because of the limited space. Experiments in 
the past have demonstrated that these steps can be done with . 
profit, and that the children enjoy them. Musical accompani- 
ment enhances their value and also the interest of the pupils.. 

Formation for Steps— Some of these steps may be taken in 
the regular class formation for calisthenics, the class moving 
forward and backward; or forward a given distance, then 



17 



about face and return ; or by facing left or right the class can 
move sideward left and right. Those steps that are continuous 
forward may be taken instead of marching back to seats; or 
around a row of desks — every other line turns to the rear and 
two contiguous lines pass around the row of seats betweeii 
them. The class may also ''form a circle" around the room, 
the pupils passing quickly to the space next to the walls that 
are nearest to them, thus forming a continuous row around the 
room; then can move forward (in line of direction, pupils 
behind each other), or sideward, left or right. After finishing 
the exercise, the pupils return to their seats by the shortest 
way. 

Rhythmic steps can be executed in any desired direction- 
forward, sideward, backward, obliquely forward and back- 
ward. The forward movement only is here described. 

These steps are in 2-4 time (polka or march), 3-4 (waltz 
or mazurka), and 4-4 time (schottische). 

The terms are similar to those used in the regular gymnas- 
tics. 

1. Placing the foot is without transferring the body weight 
(Touchstep). 

2. Stepping is a step with transferring the weight upon the 
stepping leg. 

(a) Skipping or Hippy- Ty-Hop — This may be taken instead 
of marching around the room. It is like running, except that 
a slight hop follows the step forward. This form of movement 
is also well adapted to a flying motion when playing "Birds." 

(b) Double or Gallop Hop — Step forward left, bring right 
foot up to the left with a slight hop, and continue in this man- 
ner a given number of times — four or eight times ; then change 
to the right foot in front. 

(c) Pointing — Raise the foot ankle high, then quickly ex- 
tend the knee and ankle, with the pointed toes placed on floor. 
(Similar to touchstep.) 

(d) Closing Step — Step forward left — 1; close with right 
foot— 2. 

(e) Follow Step — Step forward left — 1; close with right 
foot so that the instep is behind the heel of left — 2. 

(f ) Closing Step or Follow Step — With rising on toes on 
2, and lowering the heels on 3. Same as (d) or (e), but rise 
on toes as the right foot approaches the left. 

(g) Closing Step or Follow Step — With bending knees on 
2, and straightening knees on 3. Same as (d) or (e), but bend 
knees slightly as the right foot approaches the left. 



18 



(h) Gliding — Glide forward with left foot, both knees 
slightly bent, weight on both legs — 1; follow with leg in rear 
and rise on toes — 2 ; repeat any desired number of counts. 

(i) Three Step — Step forward left — 1; close with right — 
2 ; take another step in place with left — 3. (Mazurka time, 
the first count being accented.) 

(j) Mazurka Balance — Step forward left — 1; point right in 
front of left foot, with rising on toes — 2; lower heels — 3. 

(k) Change Step — Follow step forward left, as in (e), then 
step forward left again and repeat the step beginning right. 
Count 1 and 2, 3 and 4. (As the name indicates the chang- 
ing step it is the same as that applied in marching, in order 
to regain the proper step according to the accent in music.) 

(1) Polka Step — Is the same as the change step, but pre- 
ceded by a hop while the stepping foot is raised. 

(m) Heel and Toe Polka — Place left heel forward and hop 
on the right foot — 1 ; place left foot backward, with toes on 
floor, and hop on right foot — 2; polka step forward left — 3, 4; 
repeat right — 5 to 8. 

(n) Glide Polka — Two glides forward left, with slight knee 
bending during glide and rising on toes when closing — 1, 2; 
polka step forward left — 3, 4; repeat right — 5 to 8. 

(o) Schottische Step or Schottische Run — Three small run- 
ning steps forward (left, right, left), hop on left foot and raise 
right knee on 4 — 1, 2, 3, 4 ; repeat, beginning right — 5, 6, 7, 8. 
AVhen executed sideways, the second step is a cross-step in rear 
of the first step (or other foot). 

(p) Waltz Balance Step — Step obliquely forw^ard left — 1; 
follow with right as in follow step (e) and rise on toes — 2; 
lower heels — 3 ; same, beginning right — 4, 5, 6. 

(q) Glide Hop or Glide Balance Hop — Glide forward with 
the left foot, bend the knee slightly and transfer the weight 
of the body — 1 ; hop on left leg and raise right leg backward, 
knee slightly bent and turned outw^ard — 2 ; repeat right — 3, 4. 
(The number of hops that follow the glide may be increased 
according to the rhythm.) 

(r) Step-Hop or Step Swing-Hop — Step forward left — 1; 
raise the right leg forward, foot turned outward, and hop on 
left leg — 2 ; repeat right — 3, 4. 

(s) Mazurka Hop — Glide forward left — 1 ; displace left foot 
with a hop on the right, the left leg being raised forward — 2 ; 
hop on right foot and bend the left knee so that the left foot 



19 



is in front of right knee — 3. Kepeat, or combine with some 
other step. 

(t) Leap Hop — Raise left leg quickly forward and jump 
onto left foot (about two foot lengths forw^ard) the right foot 
being raised behind left knee — 1; hop on left foot — 2; repeat 
right— 3, 4. 

(u) Cross-Step-Turn — Step forward left — 1; cross right in 
front with knees slightly bent, rise on toes with a half (or 
whole) turn left — 2; lower the heels — 3. 

BREATHING EXERCISES. 

Breathing exercises should be taken only when the air to be 
inhaled is reasonably pure. 

Breathing exercises have a threefold effect. They increase 
the lung capacity, strengthen the organs of respiration, and 
moderate the rapid heart action consequent to vigorous exer- 
cise. 

The breathing exercise should consist of a long, deep in- 
halation, thoroughly expanding the chest and filling all parts 
of the lungs. It is especially desirable that the apexes be 
inflated by forcing the air to the upper part of the lungs. The 
exhalation should be somewhat forced, so as to expel as much 
of the residual air as possible. 

Both the time of inhaling and exhaling should be lengthened 
with the increasing age of the pupils; also the number of 
repetitions. Care must be taken not to overdo either. Do not 
hold the breath too long. 

Arm movements which act on the muscles of respiration may 
be added to the breathing, as they greatly enhance the effect. 

In connection with the reading lessons, breathing exercises 
with vocalization will be found useful. 



20 



Teachers are requested to read the "Instructions and Sug- 
gestions to Teachers" in the front part of this book. This 
will give them a clear conception of the work. 

SEPTEMBER. 
Lesson One. 

1. In place — March — Halt ! Repeat several times. 

2. Hands in rear — Grasp! (Starting position.) 

Turn head left — 1 ; return — 2-8 ; same right — 1-8. 

3. Hands — Down! 

Raise arms forward — 1 ; lower arms — 2. 
Hands on hips — Place! (Starting Position.) 

4. Lower trunk forward — 1 ; raise the trunk — 2. 

5. (a) Touchstep left forward — 1; return — 2. 
(b) Rock on toes in one count. 

Remarks — Pupils stand on toes, raise and lower body 
with knees straight, heels not touching floor. 

6. Inhale and exhale, slowly raising arms fore-upward, 
r When marching to the yard let the class march in 

couples, boys and girls separate. If time permits, play 
the following games : 
Game — Cat and Mouse. 

OCTOBER. 
Lesson Two. 

1. Clap hands in front of chest and stretch arms sideward 

(quickly) — 1; clap hands and arms down — 2. Repeat 
several times. 
Hands on hips — Place! 

2. Lower head left sideward — 1 ; raise — 2-8. Repeat to 

right— 1-8. 
Hands — Down ! 

3. Raise arms sideward — 1 ; lower — 2-8. 
Hands on hips — Place! 

4. Bend trunk left sideward — 1 ; straighten — 2-8. Same 

right. 

5. Touchstep left sideward — 1 ; return — 2-8. Same right. 

6. Jump in place on both feet. 

7. Inhale and exhale with raising arms sideward. 
Game — Running race, length of yard. 



21 



Lesson Three. 

1. In place — March! 
Hands on hips — Place! 

2. Lower head backward — 1; return — 2-8. 
Hands — Down ! 

3. Raise arms backward — 1 (as far as possible, body erect) 

return — 2. 
Hands on hips — Place! 

4. Bend trunk backward — 1; return — 2-8. On command 

only. 

5. Touchstep left backward — 1; return — 2-8. Same right. 

6. Hop in place on one foot, raising the other foot back- 

ward — change from one to the other upon command. 
Hands — Down ! 

7. Inhale and exhale. 

Game — Running race, length of yard. 

NOVEMBER. 
Lesson Four. 

1. March forward one step and backward one step upon 

command. 
Hands on hips — Place! 

2. Turn head left— 1 ; return— 2-8. 

3. Stretch arms forward — 1; return — 2-8. 

4. Lower trunk forward — 1 ; return — 2-8. 
Hands in rear — Grasp ! 

5. Bend knees half deep — 1 ; return — 2-8. 

Raise hands in front of chest for clapping- hands. 

6. Jump on both feet in place, clapping hands. Jumping 

is to be taken only when class exercises outside of 
classroom. 
Hands on hips — Place! 

7. Inhale and exhale. 

Game — Running race, one length of yard. 

Lesson Five. 

1. Clap hands in front of chest and stretch arms sideward 

(quickly) — 1; clap hands and arms down — 2. 
Hands on hips — Place! 

2. Lower head left sideward — 1 ; return — 2-8. Repeat right 

1-8. 

3. Stretch arms sideward— 1 ; return — 2-8. 

4. Bend trunk left sideward — 1 ; return — 2-8. Repeat 

right— 1-8. 



22 



5. Raise left knee sideward — 1; return — 2-8. Repeat right 

—1-8. 

6. Jump on both feet from left to right, rhythmically. 
Hands on shoulders — Place! 

7. Inhale and exhale, slowly straightening arms sideward, 

, palms upward, and replace the hands. 
Game — Fox and Gardener. 

DECEMBER. 
Lesson Six. 

1. Left face — Right face (one-quarter turn). 
Hands in rear — Grasp ! 

2. Turn head left— 1; return— 2-8. Repeat to right— 1-8. 
Hands on shoulders — Place! 

3. Stretch arms down — 1; return — 2-8. 

4. Turn trunk left — 1; return — 2-8. Same right— 1-8. 
Hands in rear — Grasp ! 

5. Raise left lower leg backward — 1; lower — 2-8. Same 

right— 1-8. 
Hands — Down ! 

6. Jump on both feet backward two or more jumps and 

then forward in place same number of steps. 

7. Inhale and exhale. 
Game— "Muffin-Man." 

Lesson Seven. 

Remarks — Pupils of alternate aisles face to the rear of 
the room. 

1. March forward, passing through the different aisles, 

back to starting place, all following the leader. Al- 
ways insist upon correct posture and an elastic step. 
Pupils start and halt upon command. 
Hand!s on hips — Place! 

2. Turn head left— 1 ; return— 2-8. Same right— 1-8. 
Hands — Down ! 

3. Raise arms fore-upward — 1 ; return — 2. 
Hands on hips — Place! 

4. Lower trunk forward — 1 ; return — 2. 

5. Raise left leg forward — 1 ; return — 2. Same right (leg 

straight — toes down). 

6. Jumping in place with clapping hands. 

7. Inhale and exhale, slowly raising arms fore-upward and 

lowering. 
Game — Cat and Mouse. 



23 



JANUARY. 

Lesson Eight. 

Pupils face to left or right. 

1. One step left sideward closing with right — March — 1-2; 

return — 3-4. Repeat several times upon command. 
Arms in rear — Fold! 

2. Lower head left sideward — 1 ; return — 2-8. Repeat to 

right— 1-8. 
Hands — Down ! 

3. Raise arms side-upward — 1 ; return — ^-8. 
Arms in rear — Fold! 

4. Bend trunk left sideward — 1 ; return — 2-8. Same right 

1-8. 

5. Raise left leg sideward — 1 ; return — 2-8. Same right 

—1-8. 

Hands on hips — Place! 

6. Hop on left and right leg alternately. Change upon 

command. 
Hands — Down ! 

7. Inhale and exhale, slowly raising arms side-upward and 

lowering. 

Game — Good Morning. (Variation of "Come along" with 
shaking hands when the two players meet.) 

Lesson Nine. 

1. In place — march ; backward — march ; in place — march ; 

in place — march, upon command. 
Hands on hips — Place! 

2. Lower head backward — 1 ; return — 2-8. 
Hands — Down ! 

3. Bend arms upward — 1 ; return— 2-8. 
Hands in rear — Grasp ! 

4. Bend trunk backward — 1 ; return — 2-8. 

5. Raise left leg backward — 1; return — 2-8. (Leg straight, 

toes down.) 

6. Hop on left foot and raise right foot backward. Same 

right, change upon command. 

7. Inhale and exhale, slowly raising arms backward, up- 

ward and lowering. 
Game — Song-game, ''Will you dance with me." 

24 



FEBRUARY. 
Lesson Ten. 

1. March 'forward around the room as in lesson seven. 
Hands on hips — Place! 

2. Turn head left— 1 ; return— 2-8. Same right— 1-8. 
Arms to thrust — Bend! 

3. (a) Thrust arms forward — 1; return — 2-8. 
(b) Thrust arms sideward — 1; return — 2-8. 
Hands on hips — Place! 

4. Lower trunk forward — 1; return — 2-8. 

5. Stride left forAvard — 1 ; return — 2-8. Repeat with right 

—1-8. 

6. Hop in place on left foot, raising the right knee forward, 

changing from one to the other foot in four or two 
counts. 

7. Inhale and exhale. 

Game — Jacob (Ruth). Where are You? 

Lesson Eleven. 

1. Clap hands in front of chest and place hands on shoul- 

ders — 1 ; clap hands and stretch arms down — 2. 
Repeat several times. 
Hands on hips — Place! 

2. Lower head left sideward — 1 ; return — 2-8. Same right. 
Arms to thrust — Bend! 

3. Thrust arms sideward — 1 ; return — 2-8. 
Hands on hips — Place! 

4. Bend trunk left sideward — 1 ; return — 2-8. Same right. 

5. Stride left sideward — 1 ; return — 2-8. Same right. 

6. One step left sideward — 1 ; hop on left foot, bending the 

right leg and raising foot in rear of left — 2; step right 
sideward and repeat this step hop. Alternate left and 
right, in march rhythm. 

7. Inhale and exhale, slowly straightening arms sideward, 

palms upward and returning. 
Game— Hop and Pull." 

MARCH. 

Lesson Twelve. 

1. Face left in four steps— march; repeat three times. The 

same to the right in the second week. 
Hands on hips — Place! 

2. Lower head backward — 1 ; return — 2. Same right. 
Arm.s to thrust — Bend ! 



25 



3. Thrust arms upward — 1; return — 2-8. 
Hands on hips — Place! 

4. Turn trunk left — 1; return — 2. The same jight — 1-16. 

5. Stride left backward — 1; return — 2. The same right 

—1-16. 

6. Jump in place on both feet, facing left four times, taking 

one hop for each quarter turn. Repeat to the right. 

7. Inhale and exhale. 

Game — Bean Bag Race, for room or yard. 

Lesson Thirteen. 

1. March forward around the room, clapping hands four 

counts and four counts with arms down. 
Hands on hips — Place! 

2. Lower head backward — 1 ; circle to left — 2 ; return — 3-4. 

Repeat to right. 
Hands — Down ! 

3. (a) Raise arms fore-upward — 1; return — 2. 
(b) Raise arms side-upward — 3; return — 4. 
Hands on hips — Place! 

4. Lower trunk forward — 1 ; circle to sideward bending — 2 ; 

return — 3-4. Repeat to right. 

5. Touchstep left forward — 1 ; return — 2. Repeat right. 

6. Jump in place on both feet and clap hands four counts; 

jump in place with hands on hips four counts. Both 
exercises in rhythm and alternately. 
Hands — Down ! 

7. Inhale and exhale, slowly raising arms fore-upward and 

lowering. 
Song Game— ''I See You." 

APRIL. 
Lesson Fourteen. 

1. Face left on the first of four steps in place — 1-4. Repeat 

three times. Repeat right. 
Hands on hips — Place! 

2. Lower head left sideward — 1; circle head backward— 2; 

return — 3-4. Repeat right. 
Hands — Down ! 

3. (a) Raise arms side-upward to circle over head — 1 ; 

return — 2-8. 

(b) Raise arms fore-upward to circle over head — 1; 

return — 2-8. 
Hands on hips — Place! 

26 



4. Bend trunk left sideward — 1 ; lower trunk forward — 2 ; 

return — 3-4. Repeat to right. 

5. Touchstep left sideward — 1 ; return — 2 ; repeat right. 

6. Four hops on left foot, holding right knee with both 

hands. Same opposite. 
Hands — Down ! 

7. Inhale and exhale, slowly raising arms side-upward and 

lowering. 
Song-game — Carrousel. 

Lesson Fifteen. 

Hands on hips — Place I 

1. Raise left and right knee alternately (quick rhythm). 

2. Lower head backward — 1 ; circle head to left — 2 ; re- 

turn — 3-4. Repeat right. 
Hands — Down ! 

3. Raise arms fore-upward to circle over head — 1 ; re- 

turn — 2. 
Hands on hips — Place! 

4. Bend trunk backward — 1; return — 2. 

5. Touchstep left backward — 1 ; return — 2. 

6. Hop on left, raising right foot backward and grasping 

same with right hand on the instep. Change to other 
foot on command. 
Hands — Down ! 

7. Inhale and exhale. 

Folk dance — Shoemaker's Dance. 

MAY. 

Lesson Sixteen. 

1. Clap hands in front of chest and stretch arms f orAvard — 1 ; 

clap hands and arms down — 2. Repeat several times. 
Hands on shoulders — Place! 

2. Turn head left — 1 ; return — 2-8. Repeat right — 1-8. 

3. Stretch arms forward — 1 ; return — 2. 
Hands on hips — Place! 

4. Lower trunk forward — 1 ; return — 2. 

5. Raise left knee forward — 1; return — 2. Repeat right. 

6. Jump in place with hands on hips — 1-4. Jump in place 

with clapping hands — 5-8. 
Hands — Down ! 

7. Inhale and exhale, slowly raising arms fore-upward and 

lowering. • 
Song-game — ''Little sister, dance with me." 



27 



Lesson Seventeen. 

Hands on hips — Place! 

1. Clap hands in front of chest and stretch arms sideward 

1 ; clap hands and arms down — 2. 
Hands on shoulders — Place! 

2. Lower head sideward — 1 ; return — 2-8. Repeat right 

—1-8. 

3. Stretch arms sideward — 1 ; return — 2-16. 
Hands on hips — Place! 

4. Bend trunk left sideward — 1; return — 2-8. Repeat 

right— 1-8. 

5. Raise left knee sideward — 1 ; return — 2-8. Repeat 

right— 1-8. 

6. Hop on left leg, raising right leg sideward — 1-4; change 

to right — 5-8. Repeat continuously. 
Hands — Down ! 

7. Inhale and exhale, slowly raising arms sideward and 

lowering. 

Song-game — "Little sister, dance with me." 

JUNE. 

Lesson Eighteen. 

Hands on hips — Place! 

1. Clap hands in front of chest and stretch arms upward 

— 1 ; clap hands and arms down — 2. 
Hands on shoulders — Place! 

2. Lower head backward — 1 ; return — 2-8. 

3. Stretch arms upward — 1 ; return — 2-16. 
Hands on hips — Place! 

4. Bend trunk backward — 1; return — 2-8. 

5. Raise left lower leg backward — 1 ; return — 2-8. Repeat 

right— 1-8. 

6. Hop on left foot, raising right lower leg backward — 1-4; 

change to right — 5-8. Repeat. 
Hands — Down ! 

7. Inhale and exhale. 
Song-game — Mulberry Bush. 



28 



Games for First and Second Grades. 



Cat and Mouse. (Oat and Rat.) 

The players stand in a circle facing inward, grasping hands. 
The teacher chooses one child as the cat, who stands outside, 
and another child as the mouse, who stands inside the circle. 
The cat tries to catch the mouse, who runs in and out of the 
circle. When the mouse is caught, or when the teacher finds 
the two have run enough, they return to their places, and the 
next two players standing to the right become the cat and 
mouse. 

As the children become more proficient, or when the cat is 
very active, the players try to prevent the cat from catching 
the mouse by suddenly lowering their arms after the mouse has 
slipped through the circle. 

Hand Tag. (Room. May also be played in the yard.) 

Arrange the rtass in an oval in the space in front of the 
seats. All pupils raise their arms forward, palms up. One of 
the class passes along the inside of the oval and tries to tag 
the hand of a pupil. As soon as the tagger tries to slap a 
hand, it should suddenly be lowered. "Whoever is tagged 
three times is out of the game. Change the tagger frequently ; 
or play the game so that he who is tagged takes the place of 
the tagger. In crowded rooms the seats may be raised and 
the pupils stand between the desks, the tagger walking up and 
down the aisles. In the yard this game is played in a circle. 

Squat Tag. (Room.) 

The children move about; anyone may be tagged who does 
not quickly bend his knees and "squat" when the tagger 
approaches. The one tagged when not squatting is "it." 

Skip Tag. (Room. May also be played in the yard.) 

Arrange the class in a half circle in front of the seats. 
One of the class skips along the front, tagging a comrade. The 
tagged one skips after the tagger, trying to catch him. The 
tagger skips around the outside of the room (where the aisles 
are usually vdde, so that no one can stumble) until he reaches 
his place. Now the second pupil is tagger, and so on. Insist 



29 



on skipping on the balls of the feet and allow no running, and 
this will be a safe room game. 

In the yard this game is plaj^ed in a circle, the children 
facing inward, the tagger being on the outside. 

Follow the Leader. (Room.) 

One player is chosen as leader, and at the head of a line of 
players leads them around, in and out, over obstacles, running, 
hopping and doing various evolutions, each player following 
the movements of the leader as exactly as possible. The 
teacher should at times change the leader. 

A variation of this is to have the leader stand facing the 
line of plaj^ers and do various movements of any part of the 
body, the others following as rapidly and accurately as possi- 
ble. 

Cat and Mouse. (In two concentric circles.) 
Cat and Mouse. (With two cats.) 

Catch Me. (Come Along, Skip Away.) 

Have the players form one or two circles. Choose one child 
as the first tagger. This child runs around the outside of the 
circle, tagging someone. The child tagged pursues the tagger, 
trying to catch him before he reaches the place vacated by the 
one tagged. The one tagged now becomes the tagger and the 
game proceeds as before. Call for lively running and prompt 
tagging — and do not allow the "playing of partners," so that 
all get a chance to run. As a variation, have the runners run 
around or touch an object some distance from the circle before 
finishing. Another variation is to have the players skip in- 
stead of run. Still another is to have the players stand by 
twos or threes, who must all run when the last one is tagged. 
The one left over continues the game. 

Running Races. 

Arrange your class in ranks of six or eight. Put a chalk- 
mark on the floor where the first rank stands and another one 
about 20 to 30 feet away. At the commands "Get ready" and 
"Go," the ones in the first rank run toward the goal. They 
re-form a few steps back of the goal line, while the second rank 
8teps up to the starting line, etc. 

Races over a short distance may also be had by allowing 
the contestants to hop on one foot instead of running. 

In a clear yard or on grass, little boys also enjoy a short 
race on "all fours." Upon command they get down on hands 
and feet (not knees) and race. 



30 



Bean Bags. (Room.) 

In the lower grades, bean bags (about 5x6 inches) are used. 
Each pupil should have a bean bag. Arrange your class in a 
■circle facing inward. 

(a) Toss up and catch. 

(b) Toss to a partner. 

(c) Combine (a) and (b). 

(d) Teacher (or leader). Arrange your class in front 
ranks of eight. The first one is the teacher (or leader). He 
stands about six or eight feet in front of his rank and begins 
the game by tossing the bag to the one now at the head of the 
rank; this one tosses it back, then the teacher tosses it to the 
second, who returns it, etc. Whoever misses goes to the foot of 
the rank. If the teacher misses he also goes to the foot, the 
player at the head of the rank taking his place. 

Increase the difficulty of the games named above by greater 
distances; by designating the hand that throws or catches; 
also by hand clapping once (or oftener) before a bag is caught. 

If you have no bean bags, make a ball by rolling up a news- 
paper and tying a string around it. 



Song Games for First and Second Grades. 

How D'ye Do, My Partner? 

How d'ye do, my partner, 

How d'ye do today? 
Will you dance in the circle? 

I will show you the way. 

Eepeat, skipping with a chorus of tra-la-la during the skip. 

This may be played as a very simple skipping game for very 
little children. The children stand in a circle, one child steps 
in and chooses a partner, as the words indicate, then two, or 
more, children choose, etc. The children in the circle clap in 
time to tra-la-la. 

For older children the game may be played in the form of 
a folk dance. 

Count off 1, 2, around the circle. The odd number steps 
into the circle and faces the child to the left, thus forming a 
double circle. 

When singing, ''How d'ye clo, my partner," the partners 
bow to each other; "How d'ye do today," the partners shake 
hands. 



31 



"Will you dance in the circle? 
I will show you the way." 

Cross arms, grasping hands, and face to the head of the 
circle, taking a position for skipping. 

During the chorus of ''Tra-la-la," skip around the circle 
until arriving at one's place; the children on the outer side 
of the circle remain in place, those on the inside move forward 
to the next partner. Then repeat the whole play as often as 
desired. 

The Muffin Man. 

The class is in a front circle formation, neighbors' hands 
grasped. 

One of the pupils enters the circle and, while singing the 
following words, takes four skipping steps forward and back- 
ward in front of one of the players : 

"Oh, do you know the muffin-man, 
The muffin-man, the muffin-man? 
Oh, do you know the muffin-man 
That lives in Drury Lane?" 

The other players answer while jumping in place, with hands 
on hips : 

"Oh, yes, I know the muffin-man," etc. 

The one addressed and the one in the center then take hands, 
and while skipping around the inside of the circle, sing: 
"Now, two of us know the muffin-man," etc. 

The play is then continued by these two players repeating 
1 in front of two others. Then the four sing while skipping 
around in the center: 

"Now, four of us know the muffin-man," etc. 

When all of the players have partners, they skip in a circle 
and sing: 

"Now, all of us know the muffin-man. 
The muffin-man, the muffin-man; 
Now, all of us know the muffin-man, 
That lives in Drury Lane." 

Oats, Peas, Beans and Barley. 

1. Oats, peas, beans and barley grow, 
Oats, peas, beans and barley grow, 
Can you or I or anyone know 

How oats, peas, beans and barley grow? 

2, Thus the farmer sows his seed, ( 
Thus he stands and takes his ease^ 

Stamps his foot and claps his hands 
And turns around and views the land. 



32 



8. Waiting for a partner, 
Waiting for a partner, 
Open the ring and choose one in, 
While we all gaily dance and sing. 

1. Front circle formation, neighbors' hands grasped. One 
player stands in the center and is the "farmer." The other 
players walk in a circle left and sing the first stanza. 

2. During the second stanza the players in the circle stand 
still, release grasp and go through the motions of the "far- 
mer," who does as the song says. For instance, during the 
singing of the first line they imitate a farmer scattering seed, 
during the singing of the second line all stand in a stride posi- 
tion, arms folded, as though they were taking life easy. Dur- 
ing the singing of the third and fourth lines they stamp their 
left foot, clap their hands and turn around (to the left or 
right) as though viewing the land. 

3. All dtuing the third stanza the players march in a cir- 
cle left. During the singing of the first two lines the "farmer" 
walks up to one of the players, and as the third is sung this 
player steps into the circle. As the fourth is sung both skip 
around inside the circle, moving in opposite directions to the 
circle. 

The one chosen into the center now becomes the "farmer," 
and all is repeated. 

The Carrousel. 

Pretty children, sweet and gay. 

Carrousel is running. 

It will rim 'till evening; 

Little ones a nickle, big ones a dime. 

Hurry up, get a mate, or you'll surely be too late. 

Chorus. 
Ha, ha, ha, happy are we. 
Carrousel is running, running so merrily. 

The players form two concentric circles, facing inward. The 
■plavers of the inner circle grasp hands ; those in the outer 
circle place their hands on the shoulders of those in front of 
them. While singing, both circles move left, sideward, with 
follow-steps. During the chorus the players glide left, side- 
ward (gallop), and when repeating the "Ha, ha, ha," etc., 
they glide right sideward. At the end of the song the players 
change places and the play is repeated. 

For older players a suitable variation consists of letting the 
inner players face about after the first rendition. Still another 
variation consists of letting each circle glide in opposite direc- 
tions while singing "Ha, ha, ha," etc. 



33 



Jolly is the Miller. 

Jolly is the miller who lives by the mill, 
The wheel goes 'round with a right good will; 
One hand in the hopper and the other in the sack, 
The right steps forward and the left steps back. 

This song- game may be played by adults and children. The 
players form a circle composed of couples. AVhen teaching 
the game to children, play at first without the miller (the 
player who has no partner and who is in the center). Starting 
the game, the players sing and march in the circle. At the 
words. "The right steps forward and the left steps back," the 
children do as indicated. As soon as this changing of partners 
is well understood, add the miller. Now, as change of part- 
ners takes place, tlie miller tries to get a partner. If he 
succeeds, the player left without a partner becomes miller. 



Little Sister Come With Me. 

1. Little sister, come with me; 
Both my hands I give to thee. 
Come with me 'round the ring, 
As we march and as we sing. 
Come with me 'round the ring. 
As we march and as we sing. 

The children are formed hy twos in a large circle. The inner 
arms are crossed, and both hands grasped. AVhile singing 
tliey march around in the circle. 

2. With our heads we nod, nod, nod; 
With our fingers shake, shake, shake, 
Then we dance, then we sing. 

Then we gladly dance .and sing. 

Stand, the partners facing each other and all imitate the 
movements named. 

Again form twos as above and skip aroimd the circle. 

3. With our feet we tap, tap, tap; 
With our hands we clap, clap, clap; 
Then we dance, then we sing. 
Then v/e gladly dance and sing. 

Stand and imitate. Form twos and skip. 



Herr Sshniidt. 

1. Herr Schmidt, Herr Schmidt, 
What will the dowry be? 
Herr Schmidt. Herr Schmidt, 
What will the dowry be? 



34: 



The pupils stand in a front circle, facing inward, hands 
grasped. One foot is placed forward. During the first bar 
change the position of the feet (with a slight jump) ; repeat 
once during the second bar and three times during the next. 
Then repeat the whole. 

2. A veil and feathers for a hat, 

All little girls look well in that. 
A veil and feathers for a hat. 
All little girls look well in that. 

Gallop left, sidcAvard, around the circle; and during the 
repetition, right, sideward. 

3. Herr Schmidt, Herr Schmidt, 

What will the dowry be; 

Stand and pointing at someone, sing the last few bars. 



I See You. (Peek-a-Boo.) 

The pupils are formed in two divisions, standing four steps 
apart, facing toward the center. Each division is divided into 
pairs, one pupil standing behind the other. Those in front 
have hands on hips, those in rear place hands on shoulders 
of those in front. 

1. I see you, I see you, 

Ti-ralla-ralla-lalla-la, 
I see you, I see you, 
Ti-ralla-lalla-la. 

While singing the first line, those standing in rear alter- 
nately bend their heads once left and right. AVhile singing 
the second line the head is bent four times, thus playing 
"peek-a-boo" with their opposites. 

Repeat during the last two lines. 

2. You see me and I see you, 

You take me and I take you, 
And you see me and I see you. 
And you take me and I take you. 

Beginning the fifth line, all clap hands, then those in rear 
skip forward (to the left), grasp both hands of those coming 
from the opposite division, and while singing the sixth line 
swing them around. At the seventh line all clap hands, grasp 
both hands of their partners and swing them around. 

At the end of the eighth line the two divisions are again 
formed, the partners changing places. 



35 



My Brother. (Mein Bruderle.) 

The pupils are formed in a circle, standing in pairs, facing 
tlie leaders. The inner hands are grasped shoulder-high. 

1. I've not seen brother for some time. 
For some time, for some time; 

So let's be merry now and sing, sing, sing. 

The children sing while marching around in the circle. 

Oh sing, dear brother, sing, dear brother; 
Sing, sing, sing. 

Skip forward. 

I : I've not seen brother for some time. 
For some time, for some time; 

So let's be merry now and sing, sing, sing. : | 

The children sing while marching around in the circle. 

2. I've not seen sister for some time, 
For some time, for some time; 

So let's be merry now and dance, dance, dance. 

]\Iarch forward as above. 

I : Oh hop, dear sister, hop, dear sister; 
Hop, hop, hop. : | 

Partners face each other, grasping both hands and gallop 
sideward toward the leader. 

I've not seen sister for some time, 
For some time, for some time; 

So let's be merry now and dance, dance, dance. 

IMareh forward as above. 

3. I've not seen teacher for some time, 
For some time, for some time; 

So let's be merry now and fly, fly, fly, 

j\Iarch forward as above. 

Oh fly, dear teacher, fly, dear teacher. 
Fly, fly, fly. 

Skipping forward, the children wave their arms as if flying. 

I've not seen teacher for some time. 
For some time, for some time; 

So let's be merry now and fly, fly, fly. 

IMarch forward as above. 

Note — Music for these games can be found in Games and 
Dances," by William A. Stecher, published by John Joseph 
McYey, Philadelphia, Pa. 



36 



MANUAL OF 
PHYSICAL TRAINING 
AND GAMES 



THIRD AND FOURTH GRADES 



BALTIMORE PUBLIC SCHOOLS 
Adolph Picker, G. G. 

SUPERVISOR OF PHYSICAL TRAINING 



BALTIMORE 
MEYER & THALHEIMER 
CITY PRINTER 



1916 



Handbook of Lessons in Physical Training* 



INTRODUCTION. 

In preparing this handbook, special care has been taken to 
omit unnecessary technical terms and to make the commands 
as simple as possible consistent with clearness. We have made 
each command to indicate, first, the part of the body involved, 
then the direction, and finally the movement. For example: 
Trunk sideward— bend. 

The work of the first four graded consists mainly of free- 
hand exercises, but for the four upper grades we have in- 
cluded dumbbell and wand exercises. Rhythmic steps, song 
games, folk dances and games for the school room and yard 
are assigned to each lesson. A special list of appropriate 
song games, folk dances and playground games is appended 
to the outline for each grade. These are to be used at the 
discretion of the teacher. 

This handbook contains 18 lessons, each of which is in- 
tended to be for one-half of a month. Teachers may review 
previous lessons at their discretion, but should teach the as- 
signed lesson first. 

The conditions under which the work is conducted in the 
regular classroom and corridors are not altogether favorable. 
For this reason the success of the lesson will depend largely 
upon the attitude of the class teacher. The fidelity and faith- 
ful co-operation of the teachers and those in charge of the 
schools will determine the results attained. 

Whenever possible, the lesson in physical training should 
be given out of doors. By preference, the places for gym- 
nastics, are : 

1. The Schoolyard. 2. Gymnasium. 3. Corridors, halls or 
basements. 4. The schoolroom. 

THE OBJECTS OP SCHOOL GYMNASTICS. 

Gymnastics or physical training is regulated and supervised 
muscular exercise, under conditions that tend to promote the 



3 



health, insure the normal gr.owth, and to develop and disci- 
pline the motor powers of the pupils. 

The aims of this training are two-fold, namely: hygienic 
and educational, health producing and habit forming. 

Viewed as to its physical effects, gymnastics produce health 
and hardiness. By combating and alleviating such unhygienic 
school conditions as impure air, bad light, improper sitting 
and standing, long periods of physical inactivity, it increases 
health. It develops strength and organic vigor. By increas- 
ing power of co-ordination, it promotes quickness and skill. 
It cultivates endurance, and strives for beauty of form. By its 
combination of strength and co-ordination, it produces graceful 
motion. 

Viewed from its educational, habit forming effects, school 
gymnastics promotes obedience, exactness and order. It 
trains for alertness, quick perception and quick reaction. It 
strengthens the willpower. It awakens an appreciation of 
the beautiful in form and motion. In its competitive forms, 
it leads to self-control, self-denial, loyalty to leaders, and 
awakens and promotes morality. 

LESSON MATERIAL. 

Lesson material used in this handbook consists of two groups 
of exercises : 
•1. Classroom. 
2. Schoolyard. 

I. The formal lessons contain : 

(a) Introductory'- exercises. 

(b) Free exercises. 

(1) Freehand exercises. 

(2) Dumbbell exercises. 

(3) AVand exercises. 

(c) Rhythmic steps. 

(d) Breathing exercises. 

II. Supplementary lessons contain : 

(a) Running. 

(b) Contest exercises. 

(c) Games. 

A series of 18 lessons, progressive throughout, for each 
tv70 grades, has been prepared, each lesson consisting of seven 
exercises or groups of exercises. The same type of exercises 



4 



will be found under the same number in all the lessons and 
grades in the following order: 

1. Preliminary movements. 

2. Head, head and arm exercises. 

3. Arm, arm and trunk, arm and leg exercises. 

4. Trunk, trunk and arm, trunk and leg exercises. 

5. Leg, leg and arm, leg and trunk exercises. 

6. Rhythmic steps, 

7. Breathing exercises. 

The object of this arrangement is to relieve quickly all 
congested parts of the body, assist the organic processes of 
circulation, digestion and respiration, through vigorous move- 
ments of the different parts involved; to develop muscular 
strength, co-ordination, grace and a correct posture of the 
body, and to counteract, to a great extent, the harmful effects 
of prolonged sitting and stooping. 

INSTRUCTIONS AND SUGGESTIONS TO TEACHERS. 

I. All exercises can be given in the classroom, but the use 
of the yard, corridor, hall or basement is preferable. 

II. Before beginning, purify the air of the classroom by 
opening windows at the top. In mild weather, raise and lower 
windows, but avoid all drafts. Close windows immediately 
after exercises. Appoint monitors for the windows. In school 
buildings having fan ventilating systems, be governed by 
rules. 

III. Explain to your pupils the discomfort and evil effects 
of wearing tight garments at any time and especially for this 
work. It is advisable that boys remove their coats during the 
exercises. Overshoes, rubbers and wraps should not be worn 
in a well-heated room, and not at all during lessons in physi- 
cal training. 

TV. The pupils should be arranged according to size and 
sex, the shortest in front. This can be accomplished by chang- 
ing seats or walking to assigned places. Take shortest way 
in the least time or else have a march around the room with 
returning to assigned places. In separating the sexes, it is 
most practical to arrange them in alternate rows, called 
files. 

V. Teachers are requested to practice rising and closing 
exercises. During all lessons, the teacher must never lose 
sight of the fact, that if the ten minutes devoted to gymnastics 
are to be of value to the pupils, they must be filled by well 
directed, vigorous work. Commands must be given clearly 



5 



and promptly and pupils kept busy. Teachers will get better 
results if the lessons are taught without the use of the text- 
book. This is not so difficult as it might appear, for in all 
lessons the exercises are arranged in the same general order, 
for instance, as follows : 

1. Introductory movements. 
• 2. Head exercises. 

3. Arm exercises. 

4. Trunk exercises. 

5. Leg exercises. 

6. Rhythmic steps. 

7. Breathing exercises. 

8. Games. 

Furthermore, each lesson is developed according to a defi- 
nite plan and all movements are executed in a certain direc- 
tion, i. e. lesson one forward, lesson two sideward, lesson three 
backward. 

VI. Every exercise should be taken, first, for good posi- 
tion ; second, for re-action ; third, for rhythm ; after which the 
complete movement should be repeated for 16 counts. The 
number placed after exercises indicate the minimum number 
of repetitions. 

VII. Principals are requested to designate the time for each 
class to take its gymnastic lesson in the yard. If the yard is 
divided, two or more classes may exercise at the same time 
under the direction of their respective class teachers. 

VIII. Teachers should insist on good standing and sitting 
position and exact execution of all movements. 

IX. When exercising in rhythm, teachers must learn to 
discriminate between long and short movements. Take all 
trunk and head movements slowly. 

X. In addition to the regular lesson, teachers may review 
exercises of previous lessons. This gives teachers a chance for 
individuality. 

XI. The supervisor's assistant will visit each school in his 
district at regular intervals, conduct the new lesson, and assist 
the class teacher if necessary. 

XII. The supervisor's assistants must report all irregu- 
larities, which they are unable to adjust, to the head of this 
department. 

XIII. The Director of Physical Education will visit each 
room at least twice a year to see how the class teachers con- 



6 



duet the work. At these visits he will take note of the follow- 
ing points : 

The manner of giving the lesson; clearness and accuracy in 
giving commands; promptness, correctness and vigor of ex- 
ecution, and the attention paid to the development of good 
posture. 

XIY. In the fifth to the eighth grades, hand apparatus such 
as dumbbells and wands are used when assigned in the lesson. 
Classes in schools where there are no dumbbells take the same 
exercises as free exercises, pupils" clenching hands to fists. 
AVands are to be of wood 36 inches long and IVs to I14 inches 
thick. Exercises with hand apparatus are best performed out 
of doors or in the gymnasium. 

Carrying the Wand — Carry the wand at the right shoulder, 
the lower end resting, the thumb, ring and little finger closing 
around the wand. The hand is pressed against the wand in 
such a manner that the back of the hand is turned forward, 
the arm is extended. The upper part of the wand rests in the 
depression in front of the shoulder. The wand should be 
vertical. 

To bring the wand to the starting position, command : Wand 
low in front — Place ! This may be done in different ways : 

(a) Swing left arm side-upward, bend it over head and 
grasp wand at upper end and with the hand behind the wand, 
i. e. palm forward and little finger on top — One! Fig. No. 3. 

Bring wand in front of thighs (changing right hand at the 
same time) — Two! Fig. No. 4. 

(b) Raise left hand side-upward and place the back of the 
hand against the forehead (Salute) — One! Fig. No. 1. Left 
arm sideward — Two! Fig. No. 2. Grasp Avand at upper end 
(See Fig. No. 3)— Three! Lower wand (See Fig. No. 4.) — 
Four ! 




Fig. 1. Fig. 2. rig. 3. Fig. 4. 



7 



COMMANDS. 



The proper giving of the commands is of the utmost im- 
portance. Upon the ability to give commands depends largely 
the success or failure of the teacher. The motor activities as 
well as the inhibitory powers are developed by the prompt 
response to well-given commands, while the tone of voice and 
the emphasis determine largely the amount of vigor and energy 
the pupils put into their work. Therefore, every teacher 
should make it a duty to study carefully the commands and to 
acquire the habit of giving them correctly. 

Every command should have two parts: ''Explanatory" and 
"Executive." The first part, in which the class is informed of 
what it is to do, should be as terse and precise as is consistent 
with clearness, and should be in the form of a complete sen- 
tence, conveying clearly the idea of the motion or motions to 
be executed, as "Kaise arms forward" is the first part of a 
command. However, to complete the command, the second 
or executive part is necessary in order that the pupils may 
know when to raise the arms. For this part of the command 
the verb which indicates the movement is generally used, 
although in exercises having a succession of movements a 
number may be used instead. 

When using the verb as the command of execution, it is 
well, in order to avoid repetition of the word, to use the in- 
verted form, placing the verb last, thus : Arms forward and 
heels — Eaise ! or, Raise left leg and arms forward — Stretch ! 

The explanatory part of a command should always be given 
in a clear and distinct manner ; then there should be a pause of 
greater or lesser duration, which is followed by the command 
for execution, and this should always be given in an accented 
and forceful manner. The call for "Attention!" should be 
used sparingly, as it is presumed that all pupils, w^hen exer- 
cising, are attentive. When it is used, it should be in the 
manner of an executive command. When an exercise is to be 
discontinued use the command "Stop!" or "Halt!" This 
should also be as decisive as a command for execution. 

In specifying direction, movement, or part of the body, the 
teacher should always use the exact term ; as, forward, upward, 
raise, thrust, stretch, left leg, right knee, etc., so that the 
pupil will not be in doubt as to the meaning of the command. 

In this manual, technical terms are avoided as much as 
possible. The term "Bendkneestep," which is used, is a con- 
traction of the sentence: "Bend (right) knee and touchstep 
forward with the (left) foot." This contraction gives us 



8 



"Bendkneestep forward left." All other technical expres- 
sions are so plain that they are self-explanatory. The use 
of the suffix "ward" in connection with the word side, giving 
"sideward,"* is used for the sake of uniformity with upward 
and forward. 

ROUTINE FOR BEGINNING AND CLOSING THE LESSON. 

(a) Ventilate. 

(b) Command: Prepare for exercises! 

Explanation — Pupils arrange their desks, remove super- 
fluous clothing and sit erect, hands on desk. 

(c) Command: Rise in three counts. 

Explanation — At one, pupils place the hands on the seat; 
at two, pupils rise and lift the seats; at three, pupils step 
sideward into the aisles. 

(d) Command: For marching — About — Face! 
Explanation — Pupils in alternate aisles face to the rear. 

(e) Command: To your places — March! 

Explanation — The pupils will march around the various 
sections of the seats to places previously assigned to them. 
They should be so arranged that boys stand in one aisle and 
girls in another, or if preferable, boys stand on one side of 
the room and girls on the other; the smaller pupils should be 
in ^front, the taller behind. As the pupils get to their as- 
signed places, they step between the desks until every pupil 
reaches his place. At the command they step in the aisles 
in two counts. 

The pupils are facing the teacher now, ready for exercises. 
After the lesson — Command: For marching — About — Face! 
Same as (d) above. 

Command: To your seats — March! Same as (e) above, 
except that the pupils go to their regular seats. 

Command: Take your seats! 

Explanation — Pupils grasp the seat, lower it while they 
take sitting positions. 

FUNDAMENTAL POSITION. 

Command: In position — Stand! 

Explanation — Heels together; feet slightly turned out, knees 
extended and together; chest arched forward, shoulders and 
hips drawn back; arms extended downward; palms turned 
against the thighs, lightly touching them; fingers and thumbs 



See Standard Dictionary. 



9 



extended, and together; head erect; chin drawn in; eyes to the 
front; the body from feet upward slightly leaning forward, 
so that the weight of the body rests principally on the balls of 
the feet. 

RESTING POSITION. 

Command: In Resting Position — Stand! 

Explanation — An easy position to be taken, free from strain ; 
either foot remains in place as in fundamental position; the 
other foot is placed its length forward, hands are grasped in 
rear, the weight of the body resting principally on the sta- 
tionary foot. Do not use it unnecessarily; use it only during 
explanations. 

Explanations for all technical terms of the principal head, 
arm, trunk, leg and foot movements; marking time, marching 
and breathing exercises used in this manual are: 

A— The Head. 

1. Lower head backward. Face turned upward, chin drawn 
in. 

2. Lower head sideward. As far as possible. 

3. Turn head. Turning head one-quarter of a circle in 
given direction. 

Remarks — All head movements must be taken slowly. 

• 

B— The Arms. 

1. Arms Forward — Raise! — The straight arms are raised 
parallel and level with the shoulders; palms inward. 

2. Arms Forward Upward — Raise! — The arms are raised 
upward by passing through the forward position to the upward 
position; palms inward. 

3. Arms Sideward — Raise! — The straight arms are raised 
sideward level with shoulders; palms downward, chest raised, 
shoulders back. 

4. Arms Sideward Upward — Raise! — After passing height 
of shoulders, the hands turn, palms inward, arms vertical — and 
next to head. 

5. Hands in Rear — Grasp ! — The left hand is grasped by the 
right in rear of body ; arms down. 

6. (a) Hands on Hips^ — Place! — Fig. 5. — The hands are 
placed on hips with thumbs well to the rear; fingers forward, 
elbows and shoulders drawn backward. In various balance 
steps, the hands are placed on hips with palms out, elbows 
sideward. This is called: (b) Back of Hands on Hips— Place! 



10 



7. Arms Inward — Bend! — Fig. 6 — The arms are raised 
shoulder height and bent inward so that hands are in front of 
shoulders. 

8. Arms in Rear — Fold! — The right hand grasping the left 
forearm behind back, or vice versa. 

9. Arms for Thrust — Bend! — Fig. 7 — The arms are flexed; 
elbows well back, forearms horizontal, hands clenched, 
knuckles turned downward. Thrusting means stretching and 
twisting arms. 

10. Hands on Shoulders — Place! — ^Fig. 8 — The elbows side- 
ward, well back and level with shoulders; fingers touching 
shoulders. 




Fig. 5. Fig. 6. Fig. 7. Fig. 8. 



11. Hands in Rear of Neck — Place! — Fig. 9 — Arms flexed, 
hands open, fingers pressing against back of neck, elbows side- 
ward. 

12. Arms to a Circle Over Head — Raise ! — The arms can be 
raised forward or sideward upward, indicated in the respective 
lesson, arms rounded to a circle, middle fingers touching. 

13. Arms Upward — Bend! — Fig. 10 — ^Bend forearms upward 
so that the hands are on the outside of shoulders, the latter 
well back and elbows down close to trunk. The muscles of the 
arms must be tense. 

14. Arms to Strike — Bend! — Fig. 11 — Raise arms sideward 
and bend over shoulder with clenched fists, the knuckles back- 
ward, elbows in line with shoulders. 

15. Arms Sideward to Left (or Right) — Raise! — Fig. 12 — 
The straightened left arm is raised sideward; the right arm is 
bent to a right angle and raised on a level with shoulders, 
palms down. 



11 



rig. 9. 



Fig. 10. 



Fig. 11. 



, Fig. 12. 



16. Arms Oblique — ^Fig. 13 — The arms are raised or 
straightened ; left up, right down, or vice versa, either forward, 
sideward, backward, or in oblique direction up and down, or 
both in same direction. 

C— -The Trunk. 

1. Trunk Forward — Bend! — Fig. 14 — The body is bent for- 
ward down as far as possible, with the spine curved upward, 
face downward. 

2. Trunk Forward to Right Angle — Lower! — Fig. 15 — The 

body is bent at hips to above angle, back straight and hollow, 
head in line with back, chest forward, shoulders backward, 
legs straight. 

3. Trunk Backward — Bend! — Fig. 16 — ^Raise the chest, 
force the shoulders backward, draw the head backward, face 
upward, legs straight. 




I'ig- 13. Fig. 14. Fig. 15. Fig. 16. 



4. Trunk to Left (Right)— Bend!— Fig. 17— Bend body 
sideward, chest raised, shoulders backward, stooping neither 
forward nor backward. 

5. Trunk to Left (Right)— Turn!— Fig. 18— The body is 
turned in its erect position from front to side, one quarter turn, 
if possible, with legs straight and feet firm on floor. 



12 



D— The Legs. 

1. Half Kneebend — Bend! — The knees are bent to obtuse 
angle, and turned outward. Body erect, chest high, heels 
slightly raised. 

2. Full Kneebend— Bend!— Fig. 19— The knees are bent 
and turned outward; the heels raised and the erect body low- 
ered to a sitting position on the closed heels; chest high, head 
up. 

3. Heels — Raise ! — Standing on toes with heels together and 
legs straight. 

4. Left (or Right) Knee Forward — Raise! — Fig. 20 — Raise 
bent leg forward to level of waist; lower leg verticle; toes 
turned down and outward. 




Fig. 17. 'Fig. 18. rig. 19. Fig. 20. 



5. Left (or Right) Knee Sideward — Raise! — Raise and 
move bent leg sideward; ankle on knee of other leg. 

6. Left (or Right) Lower Leg Backward — Raise! — Fig. 21 
— Raise lower leg backward. 

7. Left (or Right) Leg Forward, Sideward or Backward — 
Raise! — Raise the straight leg in given direction, foot about 
twelve inches high, toes turned down and outward. 

8. Touchstep Forward, Sideward or Backward — Stand! — 
Place the straight leg in given direction Avith foot turned out- 
ward, toes touching floor, weight of body resting on stationary 
leg. 

9. Stride, Forward, Sideward or Backward — Stand! — Fig. 

22 — ^Place the straight leg in given direction with foot flat on 
the floor, weight of body resting equally on both feet. The 
feet are an ordinary step apart (two foot lengths). 

10. Step Forward, Sideward or Backward — Stand! — AYith 
stepping in given direction, transfer weight of body on step- 
ping leg with foot flat on floor; the heel of other foot is raised. 



13 



11. Bend — Kneestep, Forward, Sideward or Backward — 
Stand! — Fig, 23 — The straight leg is placed in given direction, 
toes touching floor, bending the stationary leg without shift- 
ing the weight. 

12. Lunge Forward, Sideward or Backward — Stand! — ^Fig. 
24 — Take long step in given direction; bend same leg and 
transfer weight of body on stepping leg. Body erect, chest 
high, both feet flat on floor and stationary leg straight. 

Explanation — In all stepping, leg raising and marching, the 
feet are extended down and outward. 




Fig, 21. Fig. 22. rig. 23. Fig. 34. 



FACING. 

Every facing is a turning around the long axis of the body. 

Facings are valuable in training for direction; also for 
quickness and promptness of response. 

From the first days of school, the pupils should receive drill 
in right, left, forward, backward, as terms relating to their 
own bodies, and not as relating to the walls of the room. 

Facings may be done by simply raising the whole of one 
foot and the toes of the other, and turning on the heel of the 
latter. Thus, if Ave wish to turn to the left, we do so, on the 
left heel; right, on the right heel. This method is preferable 
for small children. 

For older pupils, from the third grade up, the following 
method is recommended: 

To turn to the left, raise the sole of the left foot, the heel 
of the right, and with a slight pressure on the toes of the 
latter foot turn the body toward the left; then replace the 
right foot beside the left. To the right side, the movements 
are reversed. This requires two distinct movements, and the 
teacher will do well to count "1, 2!" for each facing. If 
the command be "Left face," the turn is one fourth of a cir- 



14 



cle to the left, turning on the left heel and toes of right foot; 
"About face," one-half of a circle, or a turn that will bring 
the front of the pupil where the back was before the move- 
ment. 

The commands are : 

Left — Face ! — One-fourth turn to the left. 
Right — Face ! — One-fourth turn to the right. 
Left about — Face! — One-half turn to the left. 
Right about — Face ! — One-half turn to the right. 
Half left — Face! — One-eighth turn to the left. 
Half right — Face! — One-eighth turn to the right. 
Drill on direction should be a part of each lesson, 

MARCHING. 

Marching in the schoolroom is necessarily limited; but some 
attention should be paid to it, not only during the gymnastic 
> lesson, but also in dismissing the classes from the rooms. It 
is an unfortunate fact that teachers often require pupils to 
leave the room with a slow and stealthy step. This tends to 
produce the shuffling and shambling gait, with drooping shoul- 
ders and head, so common with school children. 

Children should be taught to walk with a brisk, light and 
elastic step, which of itself is conducive to good carriage and 
proper poise. This can be done without noise or undue haste. 

Marching in some form should be a part of every gymnastic 
lesson. During the first few weeks the pupils of the first grade 
need not keep in step, i. e., it is not essential that all the left 
feet move at the same time, but rhythmic succession of move- 
ment must be learned. Having mastered that, they should be 
taught to begin with the left foot, and to keep in step as well 
as in time. 

In the second and higher grades, keeping step should be as 
natural as keeping time in music. 

The gait should not be faster than one hundred and twenty 
steps a minute. The tendency to accelerate should be over- 
come by the teacher's keeping time by clapping hands or 
tapping with the foot or pencil. The rate of speed should be 
maintained whether the pupils march in place (mark time) or 
march forward. In the upper grades the marching to places 
will furnish the opportunity for this drill, although some of the 
other forms described below may be introduced into the 
lessons. 

In the first and second grades, an occasional march around 
the room is advised. 



15 



Marching in Place, or Marking Time. 

Command: Mark time — March! Class — Halt!— One — Two! 

Marking time is marching without gaining ground. The 
feet are raised alternately forward and immediately replaced ; 
the knees are slightly bent and the ankles extended as the 
foot moves forward, but there should be no undue swinging 
of the legs or swaying of the body. Raising the knees will 
facilitate the learning of this exercise. 

Variations. 

(a) Mark time and clap hands on every step. 

(b) Mark time and clap hands on every other step. 

(c) Mark time and clap hands on the first of four, six or 
eight steps. 

(d) Mark time and clap hands on third, fifth or seventh 
steps. 

(e) Mark time and clap hands on four steps, then four 
steps without clapping hands. 

(f) Mark time and clap hands on the first, third, fifth, 
sixth and seventh of eight steps (drum beat). 

(g) Mark time and turn to the left or right on a given 
count (first, fourth, etc.). Turning in the same direction 
four times will cause the pupils to execute a complete turn. 

(h) After some practice in direction, mark time and turn 
left or right about on a given count. 

Note — Some of these variations, especially (c), (d) and (e), 
can be used in connection with teaching numbers by counting 
consecutively to sixteen, twenty, twenty-four, etc. Also 
teaching the groups of two, three, four, five, etc. 

Marching From Place. 

Command: Forward — March! — Halt! 
Command : Backward — March ! — Halt ! 
Command : Sideward — March ! — Halt ! 

(a) Forward — Marching forward a certain number of steps. 
March one step forward; three steps forward; seven steps 
forward. 

Note — Remember that it always takes one count more than 
the required number of steps to complete the movement. The 
left foot takes the first step, therefore the right should take 
the closing step. 

For example: Three steps forward — March! Left — right — 
left, and close with right. 



16 



(b) Backward — After considerable practice the marching 
backward may be added as the reverse movement for the 
forward marching, and later alternate one with the other. 

(c) Sideward — Sideward marching requires two counts for 
each step. If the direction is to the left, step sideward with 
the left foot; bring the right up to it and continue to the given 
number, or until the command, ''Halt!" is given. 

(d) Alternate marking time with any of the above; also 
with clapping hands and with turning to the left or right — 
two counts; about face — four counts, etc. 

(e) Marching around the room — ^Have every other line turn 
to the rear. On the command, "Forward — March!" the first 
line marches across the front of the room, the second line 
marches into the first aisle, the third into the second, and so 
on, all following the first line, and all moving at once. If the 
class is small the pupils march around all the desks, forming 
one continuous line ; but if too large for this, the leader, after 
crossing the room, passes backward in the outside aisle along 
the w^all, forward in the next aisle, backward in next, and so 
on, till the first place is reached. As all pupils follow the 
leader, all should arrive at their seats at the same time. They 
should continue to march by marking time at their seats until 
the command, "Halt!" is given, when they should stop by 
taking the last step with the right foot. 

The command to halt may also be given while the class is 
in motion. This is a good drill, teaching the children to stop 
instantly. On the command, "March!" every pupil in the 
class should move at once. 

(f) Running — Any of the foregoing marching exercises 
may be taken in double-quick time, or running. The time 
should be about twice as fast as in marching. All running 
must be on toes. Pupils must keep their distance from one 
another. 

RHYTHMIC STEPS. 

This type of gymnastic work is intended primarily to 
develop grace and harmony of motion. Like most of the gym- 
nastic work in the schoolroom, it cannot be employed to the 
fullest extent because of the limited space. Experiments in 
the past have demonstrated that these steps can be done with 
profit, and that the children enjoy them. Musical accompani- 
ment enhances their value and also the interest of the pupils. 

Formation for Steps — Some of these steps may be taken in 
the regular class formation for calisthenics, the class moving 
forward and backward; or forward a given distance, then 



17 



about face and return ; or by facing left or right the class can 
move sideward left and right. Those steps that are continuous 
forward may be taken instead of marching back to seats; or 
around a row of desks — every other line turns to the rear and 
two contiguous lines pass around the row of seats between 
them. The class may also ''form a circle" around the room, 
the pupils passing quickly to the space next to the walls that 
are nearest to them, thus forming a continuous row around the 
room; then can move forward (in line of direction, pupils 
behind each other), or sideward, left or right. After finishing 
the exercise, the pupils return to their seats by the shortest 
way. 

Rhythmic steps can be executed in sluj desired direction — 
forward, sideward, backward, obliquely forward and back- 
ward. The forward movement only is here described. 

These steps are in 2-4 time (polka or march), 3-4 (waltz 
or mazurka), and 4-4 time (schottische). 

The terms are similar to those used in the regular gymnas- 
tics. 

1. Placing the foot is without transferring the body weight 
(Touchstep). 

2. Stepping is a step with transferring the weight upon the 
stepping leg. 

(a) Skipping or Hippy-Ty-Hop — This may be taken instead 
of marching around the room. It is like running, except that 
a slight hop follows the step forward. This form of movement 
is also well adapted to a flying motion when playing "Birds." 

(b) Double or Gallop Hop — Step forward left, bring right 
foot up to the left with a slight hop, and continue in this man- 
ner a given number of times — four or eight times ; then change 
to the right foot in front. 

(c) Pointing — Eaise the foot ankle high, then quickly ex- 
tend the knee and ankle, with the pointed toes placed on floor. 
{Similar to touchstep.) 

(d) Closing Step — Step forward left — 1; close with right 
foot— 2. 

(e) Follow Step — Step forward left — 1; close with right 
foot so that the instep is behind the heel of left — 2. 

(f) Closing Step or Follow Step — "With rising on toes on 
2, and lowering the heels on 3. Same as (d) or (e), but rise 
on toes as the right foot approaches the left. 

(g) Closing Step or Follow Step — With bending knees on 
2, and straightening knees on 3. Same as (d) or (e), but bend 
knees slightly as the right foot approaches the left. 



18 



(li) Gliding — Glide forward with left foot, both knees 
slightly bent, weight on both legs — 1 ; follow with leg in rear 
and rise on toes — 2 ; repeat any desired number of counts. 

(i) Three Step — Step forward left — 1; close with right — 
2; take another step in place with left — 3. (Mazurka time, 
the first count being accented.) 

(j) Mazurka Balance — Step forward left — 1; point right in 
front of left foot, with rising on toes — 2; lower heels — 3. 

(k) Change Step — Follow step forward left, as in (e), then 
step forward left again and repeat the step beginning right. 
Count 1 and 2, 3 and 4. (As the name indicates the chang- 
ing step it is the same as that applied in marching, in order 
to regain the proper step according to the accent in music.) 

(1) Polka Step — Is the same as the change step, but pre- 
ceded by a hop w^hile the stepping foot is raised. 

(m) Heel and Toe Polka — Place left heel forward and hop 
on the right foot — 1; place left foot backward, with toes on 
floor, and hop on right foot — 2 ; polka step forward left — 3, 4 ; 
repeat right — 5 to 8. 

(n) Glide Polka — Two glides forward left, with slight knee 
bending during glide and rising on toes when closing — 1, 2; 
polka step forward left — 3, 4; repeat right — 5 to 8. 

(o) Schottische Step or Schottische Run — Three small run- 
ning steps forward (left, right, left), hop on left foot and raise 
right knee on 4 — 1, 2, 3, 4; repeat, beginning right — 5, 6, 7, 8. 
When executed sideways, the second step is a cross-step in rear 
of the first step (or other foot). 

(p) Waltz Balance Step — Step obliquely forward left — 1; 
follow with right as in follow step (e) and rise on toes — 2; 
lower heels — 3 ; same, beginning right — 4, 5, 6. 

(q) Glide Hop or Glide Balance Hop — Glide forward with 
the left foot, bend the knee slightly and transfer the weight 
of the body — 1; hop on left leg and raise right leg backward, 
knee slightly bent and turned outw^ard — 2; repeat right — 3, 4. 
(The number of hops that follow the glide may be increased 
according to the rhythm.) 

(r) Step-Hop or Step Swing-Hop — Step forward left — 1; 
raise the right leg forward, foot turned outward, and hop on 
left leg — 2 ; repeat right — 3, 4. 

(s) Mazurka Hop — Glide forward left — 1 ; displace left foot 
with a hop on the right, the left leg being raised forward — 2 ; 
hop on right foot and bend the left knee so that the left foot 



19 



is in front of right knee — 3. Repeat, or combine with some 
other step. 

(t) Leap Hop — Raise left leg quickly forward and jump 
onto left foot (about two foot lengths forward) the right foot 
being raised behind left knee — 1 ; hop on left foot — 2 ; repeat 
right— 3, 4. 

(u) Cross-Step-Turn — Step forward left — 1; cross right in 
front with knees slightly bent, rise on toes with a half (or 
whole) turn left — 2; lower the heels — 3. 

BREATHING EXERCISES. 

Breathing exercises should be taken only when the air to be 
inhaled is reasonably pure. 

Breathing exercises have a threefold effect. They increase 
the lung capacity, strengthen the organs of respiration, and 
moderate the rapid heart action consequent to vigorous exer- 
cise. 

The breathing exercise should consist of a long, deep in- 
halation, thoroughly expanding the chest and filling all parts 
of the lungs. It is especially desirable that the apexes be 
inflated by forcing the air to the upper part of the lungs. The 
exhalation should be somewhat forced, so as to expel as much 
of the residual air as possible. 

Both the time of inhaling and exhaling should be lengthened 
with the increasing age of the pupils; also the number of 
repetitions. Care must be taken not to overdo either. Do not 
hold the breath too long. 

Arm movements which act on the muscles of respiration may 
be added to the breathing, as they greatly enhance the effect. 

In connection with the reading lessons, breathing exercises 
with vocalization will be found useful. 



20 



Teachers are requested to read the ''Instructions and Sug- 
gestions to Teachers" in the front part of this book. This 
will give them a clear conception of the work. 

SEPTEMBER. 
Lesson One. 

1. March forward four counts and halt; backward four 

counts and halt. 

Remarks — Pupils must be taught to march in step, al- 
ways starting w^ith the left foot. 

2. Hands on hips — Place! (Starting position.) 

Turn head left — 1 ; return — 2-8 ; same right — 1-8. 

3. Arms forward — Stretch! (Starting position.) 

Raise arms upward — 1 ; lower to forward position — 2-8. 

4. Hands on hips — Place ! Trunk forward — Lower. (Starting 

position.) 

Bend trunk backward — 1 ; return — 2-8. 
Trunk raise. 

5. Touchstep left forward — Place! (Starting position.) 

Raise left leg forward — 1 ; return — 2-8. 
Hands down. 

6. Raise left knee forward and hop on right foot twice — 1-2; 

the same right — 3-4. (Skipping in place.) 

7. Inhale and exhale, slowly raising arms fore-upward. 
Game — Cat and Mouse. 

OCTOBER. 

Lesson Two. 

Left— Face! 

1. Two steps left sideward, closing with right — 1-4 counts; 

return to right — 5-8 counts. 
Front — Face ! 
Hands on hips — Place! 

Head left sideward — Lower! (Starting position.) 

2. Lower head right sideward — 1 ; return — 2-8. 
Head — Raise ! 

Hands — Down ! 

3. Raise arms side-upward — 1 ; return — 2-8. 
Hands on hips — Place ! 

Trunk left sideward — Bend! (Starting position.) 



21 



4. Bend trunk right sideward — 1 ; return — 2-8. 
Trunk — Raise! 

Touchstep left sideward — Place! (Starting position.) 

5. Eaise left leg sideward — 1; lower — 2-8. Change touch- 

step position to right sideward. Eaise and lower right 
leg— 1-2-8. 
Left— Face! 

6. Step left sideward with raising right foot behind left 

knee — 1-2; same with right sideward — 3-4. Repeat 
several times in march rhythm. 
Front — Face! 

7. Inhale and exhale, slowly raising arms sideward and lower- 

ing. 

Game — Hopping race. 

Four or more pupils hop on one foot the length of the room 
or a short distance in the yard. 

Lesson Three. 

1. March backward four steps and forward four steps (al- 

ways starting left). 
Hands on hips — Place ! 

2. Lower head backward — 1 ; return — 2-8. 
Hands — Down ! 

3. Raise left arm backward — 1; return — 2-8; same right — 

1-8. 

Hands on hips — Place ! 

Trunk forward — Lower! (Starting position.) \ 

4. Bend trunk backward — 1 ; return — 2-8. 
Trunk — Raise! 

Touchstep left backward — Place! (Starting position.) 

5. Raise left leg backward — 1 ; return — 2-8. 

6. Hop on left foot twice with raising right foot backward — 

1-2. Change to right, 3-4. Repeat in rhythm. 
Hands — Down! 

7. Inhale and exhale with raising arms backward, palms 

forward, and lowering. 
Game— Follow Me. 

NOVEMBER. 
Lesson Four. 

Hands on hips — Place ! 

1. Alternately and quickly raise the left and right knees 

forward — 1-2, 1-2, etc. 

2. Turn head left— 1; return— 2-8. 

Arms forward — Stretch! (Starting position.) 

22 



i 



3. Hands on shoulders (elbows sideward) — 1; stretch arms 

forward — 2-8. 

Hands on hips — Place! Trunk forward — Lower! (Start- 
ing position.) 

4. Bend trunk backward — 1; return — 2-8. 

5. Bend knees deep — 1; straighten — 2-8. 

6. Change step forward. 

Note — Step left forward — 1 ; close with right — 2 ; step for- 
ward left again — 3. Repeat the step, beginning right. 
In 2/4 time count 1, and, 2. 

7. Inhale and exhale. 
Game — Running and hopping. 

Note — Run one way; on the return raise one foot and hop 
back on the other. 

\ Lesson Five. 

1. Clap hands in front of chest twice and stretch arms side- 

ward (quickly) — 1-2; return the same way. Repeat 
once or twice. 

Hands on hips — Place! Head left sideward — lower. 
(Starting position.) 

2. Lower head right sideward — 1 ; return — 2-8. 
Head — Raise ! 

3. Stretch arms sideward — 1 ; return — 2-8. 

Trunk left sideward — Bend! (Starting position). 

4. Bend trunk right sideward — 1 ; return — 2-8. 
Touchstep left sideward — Place! (Starting position.) 

5. Raise left knee — 1 ; return — 2-8. Repeat to the right — 1-8. 

6. Closing step left sideward with rising on toes and lower- 

ing. 

Note — Step left sideward — 1 ; close heels with right and 
rise on toes — 2 ; lower heels — 3. Repeat several times 
also right sideward. 

7. Inhale and exhale, slowly straightening arms sideward 

with palms upward, and return. 
Game — Fox and Gardener. 

DECEMBER. 
Lesson Six. 

1. Left— Face! Right— Face ! 

Hands in rear — Grasp! Head to left — Turn! (Starting 
position.) 

2. Turn head right — 1 ; return — 2-8. 
Hands — Down ! 



23 



3. Arms to thrust — Bend! Return — 2-8. (Forearm in horizon- 

tal position, hands to fists, knuckles down.) 
Hands in rear — Grasp! Trunk to left — Turn! (Starting 
position.) 

4. Turn trunk to right — 1 ; return — 2-8. 
Touchstep left backward — Stand! 

5. Raise left lower leg backward — 1 ; return — 2-8. 

6. Closing step backward with raising and lowering heels in 

mazurka rhythm. 
Hands — Down ! 

7. Inhale and exhale. 
Game — Bogey Man. 

Lesson Seven. 

Remarks — Pupils of alternate aisles face to rear of room. 

1. March forward, passing through all the' aisles, back to 

starting position. All follow the leader. Always insist 
upon correct posture and an elastic step. The pupils 
start and halt upon command. Alternate marching on 
toes with common step, 4 counts of each. 
Hands in rear of head — Place! Stride left forward — Stand! 
(Starting position.) 

2. Turn head left — 1 ; return — 2-8 ; same right — 1-8. 
Close heels and hands — Down! 

3. Raise arms fore-upward — 1 ; return — 2-8. 

Stride right forward and hands behind neck — Place! 

4. Lower trunk f orward— 1 ; return — 2-8. 
Change stride and hands on hips — Place! 

5. Bend left knee — 1 ; return — 2-8. Change stride again and 

repeat right. 
Close heels. 

6. Glide, gallop, hop, four left foot leading and four right. 

7. Inhale and exhale, slowly raising arms fore-upAvard and 

lowering. 

Game — Bunny in the Garden. (Similar to Bear in the Ring.) 

JANUARY. 

Lesson Eight. 

Left — Face! Hands on hips — Place! 

1. Tw^o closing steps left sideward — 1-4; same right sideward 

— 5-8. Repeat several times. 
Stride left sidev/ard and lower head left sideward. 

2. Lower head right sideward — 1 ; return — 2-8. 
Close heels, hands down and raise head. 



24* 



3. Eaise aims side-upAvard and clasp fingers — 1; return — 2-S. 
Stride left sideward and hands on hips — Place ! 

4. Bend trunk left sideward — 1 ; return — 2-8 ; same right — 1-8. 

5. Raise heels — 1 ; return — 2-8. 
Close heels. 

6. Step left sideward — 1 ; cross touch step right in rear and 

bend knees — 2; same right — 3-4. (Courtesy.) Repeat in 
polka rhythm. 
Hands — Down ! 

7. Inhale and exhale, slowly raising arms side-upward and 

lowering. 

Game — Good Morning. (Variation of ''Come along" with 
shaking hands when the two players meet.) 

Lesson Nine. 

1. March backward four steps and return — 1-8. 
Hands on hips — Place! 

2. Lower head backward — 1 ; return — 2. 

3. Bend anus upward — 1 : stretch arms upward — 2 ; return 
■ 3-4-16. 

Trunk backward — Bend! (Starting position.) 

4. Lower trunk forward — 1 ; return — 2. 

Hands on hips — Place! Stride left backward — Stand! 

5. Raise heels — 1 ; return — 2. Change stride and repeat. 

6. Step left backward — 1 ; cross touch step right in rear with 

knee bending — 2; the same beginning right foot — 3-4. 
Polka rhythm. 

7. Inhale and exhale. 
Game — Shoemaker's Dance. 

FEBRUARY. 
Lesson Ten. 

1. March forward around the room as in lesson seven. Always 

insist upon correct posture and elastic step. 
Hands on hips — Place! 

2. Turn head left — 1 ; return — 2-8. Repeat right — 1-8. 
Hands — Down ! 

3. Bend arms to thrust — 1: thrust arms forward — 2; return — 

3-4-16. 
Hands on hips — Place! 

4. Lower trunk forward — 1 ; bend trunk backward — 2 ; re- 

turn — 3; raise the trunk — 4-16. 

5. Stride left forward — 1 ; bend left knee — 2 ; return — 3-4-16. 

Repeat with right— 1-16. 



25 



6. Gallop hop forward, alternately four counts left and four 

counts right, around the room. 

7. Inhale and exhale. 

Game — Jacob (Ruth), Where Are You? 

Lesson Eleven. 

1. Clap hands in front of chest and stretch sideward 

(quickly) — 1; clap hands and arms down — 2. Repeat 
several times. 
Hands on hips — Place! 

2. Lower head to left — 1 ; to right — 2 ; return — 3 : raise the 

head— 4-16. 
Hands — Down ! 

3. Arms to thrust — 1 ; thrust arms sideward — 2 ; return — 3- 

4-16. 

Hands on hips — Place ! 

4. Bend trunk to left — 1; to right — 2; return— 3 ; straighten 

—4-16. 

5. Stride left sideward — 1 ; bend left knee — 2 ; return — 3-4-16. 

Repeat to the right. 

6. Three gallop hops left sideward cross touch step right in 

rear with bending knees on fourth count. Repeat to the 
right— 5-8. 

7. Inhale and exhale, slowly straightening arms sideward, 

palms upward and returning. 
Game — Hop and Pull Contest. 



MARCH. 

Lesson Twelve. 

1. Face left in four steps, four steps in place — march — 1-8. 

Repeat three times. The same right. 
Hands on hips — Place ! 

2. Lower head backward — 1 ; return — 2-8, 
Hands — Down ! 

3. (a) Bend arms to thrust — 1; thrust backward — 2; return 

—3-4-16. 

(b) Bend arms to thrust — 1; thrust upward — 2; return 

—3-4-16. 
Hands on hips — Place ! 

4. Turn trunk left — 1; to right — 2; return — 3; and forward — 

4-16. 

5. Stride left backward — 1; bend left knee — 2; return — 3-4- 

16, Repeat right— 1-16. 



26 



6. Three gallop hops left forward and cross touchstep right 

in rear on fourth count ; repeat right backward. 

7. Inhale and exhale. 

Game — Bean Bag Race, for room and yard. 

Lesson Thirteen. 

1. March forward around the room, clapping hands four 

counts, and four counts with arms down. 
Arms inward — Bend! (Starting position.) 

2. Lower head forward — 1 ; left sideward — 2 ; backward — 3 ; 

right sideward — 4. Circle head continuously, also in 
opposite direction. 
Stride left sideward — Stand! Arms^ — Down! 

3. Eaise arms forward — 1 ; to a circle over head — 2 ; return — 

3-4-16. 

4. Lower trunk forward with hands on hips — 1 ; circle trunk 

to left sideward, bending — 2; return — 3-4-16. Repeat 
to right — 1-16. 
Close heels — Stand! 

5. Step left forward — 1 ; return — 2 (shifting body weight on 

stepping leg, feet still apart). 
Hands — Down ! 

6. Jump in place with arms straight down — 1-4; jump in 

place with clapping hands over head — 5-8. 

7. Inhale and exhale, slowly raising arms fore-upward and 

lowering. 

Song Game — "Oats, peas, beans and barley grow." 

APRIL. 
Lesson Fourteen. 

1. Face left on the first of four marching steps in place. 

Repeat three times. Also right. 
Arms inward — Bend! 

2. Lower head left sideward — 1 ; circle head to backward, 

lower — 2; return — 3-4-16. Repeat right — 1-16. 
Stride left sideward — Stand! Arms — Down! 

3. Raise arms sideward — 1; raise arms upward to circle over 

head— 2; return— 3-4-16. 

4. Lower trunk sideward with hands on shoulders — 1 ; circle 

trunk to forward lower position — 2; return — 3-4-16. 
Repeat right — 1-16. 
Close heels — Stand! 

5. Step left sideward — 1 ; return — 2, Same right. 
Hands on hips — Place! 



27 



C. Closing step left sideward four times — 1-8. Same right — 
9-16. 
Hands — Down ! 

7. Inhale and exhale, slowly raising arms side-upward and 
lowering. 

Folk Dance — Danish Dance of Greeting. 

Lesson Fifteen. 

Hands on hips — Place! 

1. Raise left and right knee alternately (quickly). 
Arms inward — Bend! 

2. Lower head backward — 1 ; circle head to left side — 2 ; 

return — 3-4-16. Repeat right — 1-16. 
Arms — Down ! 

3. Raise arms sideward — 1; circle arms downward and up- 

ward — 2; return — 3-4. 

4. Bend trunk backward with hands on shoulders — 1 ; cir- 

cle trunk to left side — 2 ; return — 3-4-16. Repeat right 
—1-16. 

5. Step left backward — 1 ; return — 2. Same right. 
Hands on hips — Place! 

6. Closing step left backward four times — 1-8 ; same right — 

9-16. 
Hands — Down ! 

7. Inhale and exhale. 
Folk Dance — Swedish Ring. 

MAY. 

Lesson Sixteen. 

1. Clap hands in front of chest and stretch arms forward — 1; 

clap hands and arms down — 2. Repeat several times. 

2. Turn head left and place hands on shoulders — 1 ; return — 2. 

Repeat right — 1-8. 

3. Hands on shoulders — I ; stretch arms forward — 2 ; return 

—3-4. 

4. Bend arms inward — 1 ; lower trunk forward — 2 ; return— 

3-4-16. 

5. Raise left knee and stretch arms forward — 1 ; return — 2-16. 

Repeat right — 1-16. 
Hands on hips — Place! Touchstep position left forward — 
Place ! 



28 



6. Hop on right foot and tap lightly with the left foot — 1-4; 

change position and tap lightly with right foot— 5-S. 
Repeat. 
Hands — Down ! 

7. Inhale and exhale, slowly raising arms fore-upward and 

lowering. 
Game — ''Last Pair Run." 

Lesson Seventeen. 

Hands on hips — Place ! 

1. Clap hands in front of chest and stretch arms sideward 

— 1 ; clap hands and arms dow^n — 2. Repeat several 
times. 
Hands — Down ! 

2. Lower head left and place hands on shoulders — 1 ; return 

—2-8. Repeat right— 1-8. 

3. Hands on shoulders — 1 ; stretch arms sideward — 2 ; return 

—3-4-16. 

4. Bend arms inward — 1; bend trunk left sideward — 2; re- 

turn — 3-4-8. Repeat right — 1-8. 
Hands on shoulders — Place ! 

5. Raise left knee sideward and stretch arms sideward — 1; 

return — 2-8. Repeat right — 1-8. 
Hands on hips — Place! Touchstep left sideward — Stand! 

6. Hop on right foot and tap lightly with the left foot — 1-4; 

change position and tap lightly with right foot. Repeat 
continuously. 
Hands — Down ! 

7. Inhale and exhale, slowly raising arms sideward and 

lowering, 
Game — ''Third tag run." 

JUNE. 

Lesson Eighteen. 

Hands on hips — Place! 

1. Clap hands in front of chest and stretch arms upward — 1 ; 

clap hands and arms down — 2; repeat. 
Hands — Down ! 

2. Lower head backward and place hands on shoulders — 1 ; 

return — 2-8. 

3. Hands on shoulders— 1 ; stretch arms upward — 2 ; return 

—3-4. 

4. Bend arms inward — 1 ; bend trunk backward — 2 ; return 

—3-4-16. 
Hands on shoulders — Place! 



29 



5. Raise left lower leg backward and stretch arms upward — 1 ; 

return — 2-8. Repeat right — 1-8. 
Touchstep left backward — Stand! 

6. Hop on right foot and tap lightly with the left foot — 1-4: 

change position and tap lightly with right foot. Repeat 
continuously. 
Hands — Down! 

7. Inhale and exhale. 

Song Game — ''I have not seen brother for some time." 



Games for Third and Fourth Grades. 

Running and Hopping Races. 

Always have the class arranged so that from four to eight 
can run or hop at the same time. Increase the difficulty of 
the races (a) by running greater distances; (b) by having 
two pupils cross arms and run without releasing their hold; 
(c) by running around or over obstacles; (d) by hopping on 
one foot; (e) by hopping on one foot, holding the ankle of 
the other. 

Third Tag and Run (Third Slap). 

The class is divided into two divisions, standing ten to 
twenty steps apart. One player from one side crosses over 
to his opponents to give the three tags. Their hands must be 
held forward to receive his tag, of which three are given to 
the same or to different persons. As soon as the third tag is 
given, the one giving it turns and runs to a goal behind him 
(previously decided upon — usually his own line) while the 
one receiving the third tag pursues him. If caught before 
reaching the goal, the runner is out of the game. The teacher 
then chooses the next tagger. 

This game may also be played with sides, as follows : Two 
divisions line up, the hands being held as before. The leader 
of one side advances to the other, and gives three tags, then 
turns and runs back to his side, pursued by the one receiving 
the third tag. If caught before reaching his own side he is a 
prisoner of the side that tagged him. 

The other side then sends out a tagger, the two sides con- 
tinually alternating in sending out the tagger. The side hav- 
ing the largest number of prisoners at the close wins the game. 



30 



Bag Relay (R). 

(a) Place one bag (eraser, handerchief) on each front desk. 
At a given signal the occupant of the front seat passes the 
bag to the pupil behind him, who passes it onto the next, and 
so on till it reaches the end of the row, when it is returned 
in the same way. The row which returns the bag to the front 
.desk soonest, wins. 

(b) Same as above, but bags are supplied to all members 
of one end row and passed sideward and back again. 

(c) Instead of passing one bag, pass several in immediate 
succession. Bags should be passed from hand to hand and 
not thrown. 

(d) Place on the front desk of each row as many beanbags 
as there are seats in that row. At a given signal the pupil in 
the front row rises, places one of the bags on the desk behind 
him, gets another, places it on the next desk, and so on, carry- 
ing one bag at a time until all are distributed. The pupils 
occupying the second seats in the different rows return the 
bags, one at a time, to the front desks. This is continued until 
each pupil in the row has had a chance. The row to finish 
first is the winner. 

The Beetle is Out. 

{The Twisted Kerchief, Plump Sack, Drop the Handkerchief.) 

The players form a closed circle, shoulder to shoulder, fac- 
ing inward and having their hands, with palms open, behind 
their backs. One of the pupils is outside the circle. He car- 
ries a handkerchief with a knot tied in one end of it (or a 
stuffed bag). Kunning around the outside of the circle, he 
puts the handkerchief into the hand of one of the players (if 
possible, without being noticed by the other). When the 
leader calls "The beetle is out," the one having the handker- 
chief turns and strikes his right-hand neighbor on the back 
with the knot, the neighbor seeking to avoid the blows by 
running around the circle until he regains his former place. 
The pursuer now starts around the circle, placing the hand- 
kerchief (the beetle) into some other player's hand, and the 
game continues as before. 

Fox and Chickens. 

Divide the players into ranks of sevens. Six, representing 
the chickens, stand behind one another, catching around each 
other's waists; the one in front with outspread arms (wings) 
;shoos off the fox (the seventh pupil), who tries to tag the last 



31 



one in the rank. When the last one in the rank is tagged, the 
one in front becomes fox. The former fox takes his place at 
the end of the rank. 

Potato Race. 

(Potato Planting and Picking.) 

Divide the players into six ranks of equal numbers. Have 
tv^enty-four potatoes (erasers, stones, handkerchiefs, etc.). 
The members of each rank stand behind one another. With 
chalk draw a small circle in front of the first one of each rank. 
Into each of these six circles put four potatoes. About ten 
feet ahead of these circles draw six more, repeating this three 
times (so as to have five circles for each rank). See diagram. 
Upon command, the first pupil grasps one potato, runs and 
places it into a circle. This is repeated quickly until all are 
placed. The next six gather the potatoes, by reversing the 
above procedure — i. e., by running for the first potato and 
placing this into the circle in front of each rank, then run- 
ning for the second, then for the third, etc., until all potatoes 
have been gathered and are in the first circle. The rank win- 
ning in each race gets one credit. A variation of this race is 
to let the pupils hop instead of running. 



O 

O 

o 
o 



o 
o 
o 
o 



o 
o 
o 
o 



o 
o 
o 
o 



o 
o 
o 
o 



o 
o 
o 
o 



o o o o o o 

Bogey Man. 

(Bogey Man; Pom, Pom, Pull Away; Kings.) 

A player, chosen as Bogey Man, stands at one end of the 
yard ; the other players stand at the opposite end. The Bogey 
Man calls, "Are you afraid of the Bogey Man?" The others 
answer, "No," and run, trying to pass him and reach the 
opposite end of the yard. The Bogey Man tags one or two, 
and they go with him to his side of the yard, and play as 
Bogey Men. The play is repeated until all the runners- are 
caught by the Bogey Man and his helpers. The last one 
caught begins a new game. 



32 



Break Through. 

(Bear in the Ring, Bull Pen.) 

A number of i:)layers join hands and form a circle, the bear- 
pit. One of their number, previously selected as the bear, 
wanders about on the inside, attempting to get out by testing 
the bars. The bear may break through the bars by placing 
his weight on the grasped hands, or jump over or crawl under 
the same. If he breaks through and escapes, the keepers give 
chase, the one catching him becoming bear. 

Leap Frog". 

This may be played by any number of boys, one of wdiom as- 
sumes a stooping posture with his hands resting on his knees. 
The others, who stand behind him, leap over him with legs 
straddled, resting their hands lightly on his shoulders. As 
each goes over, he assumes the same stooping posture as the 
first, a foot or two in front of the preceding player. AVlien 
the last has leaped over, the one who stooped first stands up 
and leaps over the line of stooping players. As soon as he 
has passed over the one in front of him, that one leaps over 
the next, and so on until all have done so. 

This game may also be played by the boys when standing in 
open order after their calisthenics. Each file jumps for itself. 

Wrestle for the V/a.nd. 

- (Stick Wrestling.) 

Two boys, standing opposite each other, catch hold of a 
thirty-inch wand. The right hand takes undergrip, the left 
uppergrip (right hand on the outside). By pressing down with 
the left hand and pulling with the right, each boy tries to 
twist the wand from the hands of his opponent. Who lets go 
with one or both hands loses. The wrestlers must remain on 
their feet. 

Pvdl-Over. 

Two players are seated on the ground opposite each other, 
the soles of their feet touching. The arms and legs are ex- 
tended, and they grasp a strong stick, - which is held hori- 
zontally between them, exactly over their feet. One player 
grasps the stick at the ends (on the outside), the other has 
both hands on the inner side. Upon command they both pull. 
The player succeeding in pulling over his opponent wins. If 



33 



played as a team game, credit th^ winning side with one point 
for each pull-over. 

Pull-over may also be played by having two players, who 
are standing, grasp right hands (or wrists). Upon command, 
both begin to pull. He who pulls his opponent over a pre- 
determined mark, wins. 

Foot in the Ring. 

(Rooster Fight, Chicken Fight.) 

A circle about two feet in diameter is dravrn. A boy 
placed one foot in the ring, folding his arms. A second boy 
hops around the ring with arms folded, trying to push the 
first boy out of the circle by nudging or shoving him as he 
goes by. "When the first boy is put out, the second takes his 
place, and a new boy is chosen to attack. If the attacker is 
put out by having both feet on the ground, the next one takes 
his place. After the game is learned, several circles may be 
used at the same time. A very agile boy will be able to defend 
himself against two attackers. 

Day or Night. 

(Black or White, North or South.) 

Separate the class into two ranks. These face each other, 
at two steps distance. One party is named Da}^, the other 
Night. Take a coin or a .flat piece of wood, designate one side 
of the coin or wood as Day, the other as Night. Toss it up. 
Immediately after it has fallen call out the side on top. Should 
this be Day, this party runs to its goal (about twentj^-five 
feet oft), pursued by Night. Whoever is tagged in this pursuit 
is a prisoner and out of the game. Continue until all of one 
side are caught. 

Last Pair Run. 

(Last Pair Out, Long Tag.) 

Form the players into a column of twos, with a single pupil 
standing at the head of the column. This one claps his hands 
three times, at the same time calling out, ''Last pair run." 
LTpon this, the pair standing at the rear end of the column 
runs forAvard (one at each side) and tries (anywhere in the 
yard) to join hands before the caller has caught one. If one 
Is caught he becomes caller and the other two form a pair 
at the head of the column. The caller is not allowed to turn 
around to see who is running forward. 



34 



End Ball. 



(A Preparatory Game Leading Up to Captain Ball.) 

The field is a thirty-foot square, diidded into two equal 
parts. Aeross the outside end of each field is a smaller field 
or base, three or four feet deep. Any number may play. 
They are divided into two teams. About one-third of each 
team are basemen, who take their places in the base or outer 
field at one end, while the others are guards, and take their 
places in the inner field on the opposite side of the center 
line. 

The game may be played in halves of five minutes or for any 
length of time. Play is continuous during this time. 



M 


A 


A 


A 


A 


A 


A 




B 




B 




B 








B 




B 




B 




B 




B 




B 








B 




B 




B 




A 




A 




A 








A 




A 




A 




A 




A 




A 








A 




A 




A 




B 


B 


B 


B 


B 


B 



30 ft. 



A point is made whenever a baseman catches the ball (a 
basket-ball) from a guard of his own team. 

Rules — The game is in charge of a referee, who calls all 
fouls. At the beginning of the game (or at the beginning of 
each half) he tosses the ball up in the center, between two 
opposing guards. 

All players must keep within their own fields. 

If the ball rolls or is thrown over the boundary line of any 
field, the player nearest the line in that field gets the ball, and 
brings it in to the line, at the point where it crossed. From 
there he throws the ball to one of the players in the same 
field. 



35 



LIST OF FOLK DANCES. 



Slioeinakers' Dance. 
Swedish Ring. 
Danish Dance of Greeting. 
C'liimes of Dnnkirk. 



36 



MANUAL OF 
PHYSICAL TRAINING 
AND GAMES 



FIFTH AND SIXTH GRADES 



BALTIMORE PUBLIC SCHOOLS 
Adolph Picker, G. G. 

SUPERVISOR OF PHYSICAL TRAINING 



BALTIMORE 
MEYER & THALHEIMER 
CITY PRINTER 



1916 



Handbook of Lessons in Physical Training. 



INTRODUCTION. 

In preparing this handbook, special care has been taken to 
omit unnecessary technical terms and to make the commands 
as simple as possible consistent with clearness. We have made 
each command to indicate, first, the part of the body involved, 
then the direction, and finally the movement. For example: 
Trunk sideward — bend. 

The work of the first four grades consists mainly of free- 
hand exercises, but for the four upper grades we have in- 
cluded dumbbell and wand exercises. Ehythmic steps, song 
games, folk dances and games for the school room and yard 
are assigned to each lesson. A special list of appropriate 
song games, folk dances and playground games is appended 
to the outline for each grade. These are to be used at the 
discretion of the teacher. 

This handbook contains 18 lessons, each of which is in- 
tended to be for one-half of a month. Teachers may review 
previous lessons at their discretion, but should teach the as- 
signed lesson first. 

The conditions under which the work is conducted in the 
regular classroom and corridors are not altogether favorable. 
For this reason the success of the lesson will depend largely 
upon the attitude of the class teacher. The fidelity and faith- 
ful co-operation of the teachers and those in charge of the 
schools will determine the results attained. 

Whenever possible, the lesson in physical training should 
be given out of doors. By preference, the places for gym- 
nastics, are : 

1. The Schoolyard. 2. Gymnasium. 3. Corridors, halls or 
basements. 4. The schoolroom. 

THE OBJECTS OF SCHOOL GYMNASTICS. 

Gymnastics or physical training is regulated and supervised 
muscular exercise, under conditions that tend to promote the 



3 



health, insure the normal growth, and to develop and disci- 
pline the motor powers of the pupils. 

The aims of this training are two-fold, namely: hygienic 
and educational, health producing and habit forming. 

Viewed as to its physical effects, gymnastics produce health 
and hardiness. By combating and alleviating such unhygienic 
school conditions as impure air, bad light, improper sitting 
and standing, long periods of physical inactivity, it increases 
health. It develops strength and organic vigor. By increas- 
ing power of co-ordination, it promotes quickness and skill. 
It cultivates endurance, and strives for beauty of form. By its 
combination of strength and co-ordination, it produces graceful 
motion. 

Viewed from its educational, habit forming effects, school 
gymnastics promotes obedience, exactness and order. It 
trains for alertness, quick perception and quick reaction. It 
strengthens the willpower. It awakens an appreciation of 
the beautiful in form and motion. In its competitive forms, 
it leads to self-control, self-denial, loj^alty to leaders, and 
awakens and promotes morality. 

LESSON MATERIAL. 

Lesson material used in this handbook consists of two gron(::s 
of exercises : 

1. Classroom. 

2. Schoolyard. 

I. The formal lessons contain : 

(a) Introductory exercises. 

(b) Free exercises. 

(1) Freehand exercises. 

(2) Dumbbell exercises. 

(3) "Wand exercises. 

(c) Rhythmic steps. 

(d) Breathing exercises. 

II. Supplementary lessons contain : 

(a) Running. 

(b) Contest exercises. 

(c) Games. 

A series of 18 lessons, progressive throughout, for each 
two grades, has been prepared, each lesson consisting of seven 
exercises or groups of exercises. The same type of exercises 



4 



will be found under the same number in all the lessons and 
grades in the following order: 

1. Preliminary movements. 

2. Head, head and arm exercises. 

3. Arm, arm and trunk, arm and leg exercises. 

4. Trunk, trunk and arm, trunk and leg exercises. 

5. Leg, leg and arm, leg and trunk exercises. 

6. Rhythmic steps. 

7. Breathing exercises. 

The object of this arrangement is to relieve quickly ■ all 
congested parts of the body, assist the organic processes of 
circulation, digestion and respiration, through vigorous move- 
ments of the different parts involved; to develop muscular 
strength, co-ordination, grace and a correct posture of the 
body, and to counteract, to a great extent, the harmful effects 
of prolonged sitting and stooping. 

INSTRUCTIONS AND SUGGESTIONS TO TEACHERS. 

I. All exercises can be given in the classroom, but the use 
of the yard, corridor, hall or basement is preferable. 

II. Before beginning, purify the air of the classroom by 
opening windows at the top. In mild weather, raise and lower 
windows, but avoid all drafts. Close windows immediately 
after exercises. Appoint monitors for the windows. In school 
buildings having fan ventilating systems, be governed by 
rules. 

III. Explain to your pupils the discomfort and evil effects 
of wearing tight garments at any time and especially for this 
work. It is advisable that boys remove their coats during the 
exercises. Overshoes, rubbers and wraps should not be worn 
in a well-heated room., and not at all during lessons in physi- 
cal training. 

lY. The pupils should be arranged according to size and 
sex, the shortest in front. This can be accomplished by chang- 
ing seats or walking to assigned places. Take shortest way 
in the least time or else have a march around the room with 
returning to assigned places. In separating the sexes, it is 
most practical to arrange them in alternate rows, called 
files. 

V. Teachers are requested to practice rising and closing 
exercises. During all lessons, the teacher must never lose 
sight of the fact, that if the ten minutes devoted to gj^mnastics 
are to be of value to the pupils, they must be filled by well 
directed, vigorous work. Commands must be given clearly 



5 



and promptly and pupils kept busy. Teachers will get better 
results if the lessons are taught without the use of the text- 
book. This is not so difficult as it might appear, for in all 
lessons the exercises are arranged in the same general order, 
for instance, as follows: 

1. Introductory movements. 

2. Head exercises. 

3. Arm exercises. 

4. Trunk exercises. 

5. Leg exercises. 

6. Ehythmic steps. 

7. Breathing exercises. 

8. Games. 

Furthermore, each lesson is developed according to a defi- 
nite plan and all movements are executed in a certain direc- 
tion, i. e. lesson one forward, lesson two sideward, lesson three 
backward. 

VI. Every exercise should be taken, first, for good posi- 
tion ; second, for re-action ; third, for rhythm ; after which the 
complete movement should be repeated for 16 counts. The 
number placed after exercises indicate the minimum number 
of repetitions. 

VII. Principals are requested to designate the time for each 
class to take its gymnastic lesson in the yard. If the yard is 
divided, two or more classes may exercise at the same time 
under the direction of their respective class teachers. 

VIII. Teachers should insist on good standing and sitting 
position and exact execution of all movements. 

IX. When exercising in rhythm, teachers must learn to 
discriminate between long and short movements. Take all 
trunk and head movements slowly. 

X. In addition to the regular lesson, teachers may review 
exercises of previous lessons. This gives teachers a chance for 
individuality. 

XI. The supervisor's assistant will visit each school in his 
district at regular intervals, conduct the new lesson, and assist 
the class teacher if necessary. 

XII. The supervisor's assistants must report • all irregu- 
larities, which they are unable to adjust, to the head of this 
department. 

XIII. The Director of Physical Education will visit each 
room at least twice a year to see how the class teachers con- 



6 



duct the work. At these visits he will take note of the follow- 
ing points : 

The manner of giving the lesson; clearness and accuracy in 
giving commands ; promptness, correctness and vigor of ex- 
ecution, and the attention paid to the development of good 
posture. 

XIY. In the fifth to the eighth grades, hand apparatus such 
as dumbbells and wands are used when assigned in the lesson. 
Classes in schools where there are no dumbbells take the same 
exercises as free exercises, pupils clenching hands to fists. 
Wands are to be of wood 36 inches long and IVs to li/4 inches 
thick. Exercises with hand apparatus are best performed out 
of doors or in the gymnasium. 

Carrying the Wand — Carry the wand at the right shoulder, 
the lower end resting, the thumb, ring and little finger closing 
around the wand. The hand is pressed against the wand in 
such a manner that the back of the hand is turned forward, 
the arm is extended. The upper part of the wand rests in the 
depression in front of the shoulder. The wand should be 
vertical. 

To bring the wand to the starting position, command : V/and 
low in front — Place ! This may be done in different ways : 

(a) Swing left arm side-upward, bend it over head and 
grasp wand at upper end and with the hand behind the wand, 
i. e. palm forward and little finger on top — One! Fig. No. 3. 

Bring wand in front of thighs (changing right hand at the 
same time) — Two! Fig. No. 4. 

(b) Raise left hand side-upward and place the back of the 
hand against the forehead (Salute) — One! Fig. No. 1. Left 
arm sideward — Two! Fig. No. 2. Grasp wand at upper end 
(See Fig. No. 3)— Three! LoAver wand (See Fig. No. 4.) — 
Four ! 




Fig. 1. Fig. 2. Fig. 3. Fig. 4. 



7 



COMMANDS. 



The proper giving of the commands is of the utmost im- 
portance. Upon the ability to give commands depends largely 
the success or failure of the teacher. The motor activities as 
well as the inhibitory pov^ers are developed by the prompt 
response to well-given commands, while the tone of voice and 
the emphasis determine largely the amount of vigor and energy 
the pupils put into their work. Therefore, every teacher 
should make it a duty to study carefully the commands and to 
acquire the habit of giving them correctly. 

Every com^mand should have two parts: ''Explanatory" and 
''Executive." The first part, in which the class is informed of 
what it is to do, should be as terse and precise as is consistent 
with clearness, and should be in the form of a complete sen- 
tence, conveying clearly the idea of the motion or motions to 
be executed, as "Eaise arms forward" is the first part of a 
command. However, to complete the command, the second 
or executive part is necessary in order that the pupils may 
know when to raise the arms. For this part of the command 
the verb which indicates the movement is generally used, 
although in exercises having a succession of movements a 
number may be used instead. 

When using the verb as the command of execution, it is 
well, in order to avoid repetition of the word, to use the in- 
verted form, placing the verb last, thus : Arms forward and 
heels — Raise! or, Raise left leg and arms forward — Stretch! 

The explanatory part of a command should always be given 
in a clear and distinct manner ; then there should be a pause of 
greater or lesser duration, which is followed by the command 
for execution, and this should always be given in an accented 
and forceful manner. The call for "Attention!" should be 
used sparingly, as it is presumed that all pupils, when exer- 
cising, are attentive. When it is used, it should be in the 
manner of an executive command. When an exercise is to be 
discontinued use the command "Stop!" or "Halt!" This 
should also be as decisive as a command for execution. 

In specifying direction, movement, or part of the body, the 
teacher should always use the exact term ; as, forward, upward, 
raise, thrust, stretch, left leg, right knee, etc., so that the 
pupil will not be in doubt as to the meaning of the command. 

In this manual, technical terms are avoided as much as 
possible. The term "Bendkneestep," which is used, is a con- 
traction of the sentence: "Bend (right) knee and touchstep 
forward with the (left) foot." This contraction gives us 



8 



'^Bendkneestep fonvard left." All other technical expres- 
sions are so plain that they are self-explanatory. The use 
of the suffix "ward" in connection with the word side, giving 
"sideward,"* is used for the sake of uniformity with upward 
and forward. 

ROUTINE FOR BEGINNING AND CLOSING THE LESSON. 

(a) Ventilate. 

(b) Command: Prepare for exercises! 

Explanation — Pupils arrange their desks, remove super- 
fluous clothing and sit erect, hands on desk. 

(c) Comma.nd: Rise in three counts. 

Explanation — At one, pupils place the hands on the seat; 
at two, pupils rise and lift the seats; at three, pupils step 
sideward into the aisles. 

(d) Command: For marching — About — Face! 
Explanation — Pupils in alternate aisles face to the rear. 

(e) Command : To your places — March! 

Explanation — The pupils will march around the various 
sections of the seats to places previously assigned to them. 
They should be so arranged that boys stand in one aisle and 
girls in another, or if preferable, boys stand on one side of 
the room and girls on the other; the smaller pupils should be 
in front, the taller behind. As the pupils get to their as- 
signed places, they step betw^een the desks until every pupil 
reaches his place. At the command they step in the aisles 
in two counts. 

The pupils are facing the teacher now, ready for exercises. 
After the lesson — Command: For marching — About — Face! 
Same as (d) above. 

Command: To your seats — March! Same as (e) above, 
except that the pupils go to their regular seats. 

Command: Take your seats! 

Explanation — Pupils grasp the seat, lower it while they 
take sitting positions. 

FUNDAMENTAL POSITION. 

Command: In position — Stand! 

Explanation- — Heels together; feet slightly turned out, knees 
extended and together; chest arched forward, shoulders and 
hips drawn back; arms extended downward; palms turned 
against the thighs, lighth^ touching them; fingers and thumbs 



*See Standard Dictionary. 



9 



extended, and together; head erect; chin drawn in; eyes to the 
front; the body from feet upward slightly leaning forward, 
so that the weight of the body rests principally on the balls of 
the feet. 

RESTING POSITION. 

Command: In Resting Position — Stand! 

Explanation — An easy position to be taken, free from strain ; 
either foot remains in place as in fundamental position; the 
other foot is placed its length forward, hands are grasped in 
rear, the weight of the body resting principally on the sta- 
tionary foot. Do not use it unnecessarily; use it only during 
explanations. , 

Explanations for all technical terms of the principal head, 
arm, trunk, leg and foot movements; marking time, marching 
and breathing exercises used in this manual are: 

A— The Head. 

1. Lower head backward. Face turned upward, chin drawn 
in. 

2. Low^er head sideward. As far as possible. 

3. Turn head. Turning head one-quarter of a circle in 
given direction. 

Remarks — All head movements must be taken slowly. 

B— The Arms. 

1. Arms Forward — Raise! — The straight arms are raised 
parallel and level with the shoulders; palms inward. 

2. Arms Forward Upward — Raise! — The arms are raised 
upward by passing through the forward position to the upward 
position; palms inward. 

3. Arms Sideward — Raise! — The straight arms are raised 
sideward level with shoulders; palms downward, chest raised^ 
shoulders back. 

4. Arms Sideward Upward — Raise! — After passing height 
of shoulders, the hands turn, palms inward, arms vertical — and 
next to head. 

5. Hands in Rear — Grasp ! — The left hand is grasped by the 
right in rear of body; arms down. 

6. (a) Hands on Hips^ — Place! — Fig. 5. — The hands are 
placed on hips with thumbs well to the rear ; fingers forward, 
elbows and shoulders drawn backward. In various balance 
steps, the hands are placed on hips with palms out, elbows 
sideward. This is called : (b) Back of Hands on Hips— Place ! 



10 



7. Arms Inward — Bend! — Fig. 6 — The arms are raised 
shoulder height and bent inward so that hands are in front of 
shoulders. 

8. Arms in Rear — Fold! — The right hand grasping the left 
forearm behind back, or vice versa. 

9. Arms for Thrust — Bend! — Fig. 7 — The arms are flexed; 
elbows well back, forearms horizontal, hands clenched, 
knuckles turned downward. Thrusting means stretching and 
twisting arms. 

10. Hands on Shoulders — Place! — Fig. 8 — The elbows side- 
ward, well back and level with shoulders; fingers touching 
shoulders. 




Fig. 5. rig. 6. Fig. 7. Fig. 8. 



11. Hands in Rear of Neck — Place! — Fig. 9 — Arms flexed, 
hands open, fingers pressing against back of neck, elbows side- 
ward. 

12. Arms to a Circle Over Head — Raise ! — The arms can be 
raised forward or sideward upward, indicated in the respective 
lesson, arms rounded to a circle, middle fingers touching. 

13. Arms Upward — Bend! — Fig. 10 — ^Bend forearms upward 
so that the hands are on the outside of shoulders, the latter 
well back and elbows down close to trunk. The muscles of the 
arms must be tense. 

14. Arms to Strike — Bend! — Fig. 11 — Raise arms sideward 
and bend over shoulder with clenched fists, the knuckles back- 
ward, elbows in line with shoulders. 

15. Arms Sideward to Left (or Right) — Raise! — ^Fig. 12 — 
The straightened left arm is raised sideward; the right arm is 
bent to a right angle and raised on a level with shoulders, 
palms down. 



11 



Fig. 9. 



rig. 10. 



Fig. 11. 



Fig. 12. 



16. Arms Oblique — Fig. 13 — The arms are raised or 
straightened ; left up, right down, or vice versa, either forward, 
sideward, backward, or in oblique direction up and down, or 
both in same direction. 

C— The Trunk. 

1. Trunk Forward — Bend!— Fig. 14 — The body is bent for- 
ward down as far as possible, with the spine curved upward, 
face downward. 

2. Trunk Forward to Right Angle — Lower! — Fig. 15 — The 

body is bent at hips to above angle, back straight and hollow, 
head in line with back, chest forward, shoulders backward, 
legs straight. 

3. Trunk Backward — Bend! — Fig. 16 — ^Raise the chest, 
force the shoulders backward, draw the head backward, face 
upward, legs straight. 




Fig. 13. Fig. 14. Fig. 15. Fig. 16. 



4. Trunk to Left (Right)— Bend!— Fig. 17— Bend body 
sideward, chest raised, shoulders backward, stooping neither 
forward nor backward. 

5. Trunk to Left (Right)— Turn!— Fig. 18— The body is 
turned in its erect position from front to side, one quarter turn, 
if possible, with legs straight and feet firm on floor. 



12 



D— The Legs. 

1. Half Kneebend — Bend!— The knees are bent to obtuse 
angle, and turned outward. Body erect, chest high, heels 
slightly raised. 

2. Full Kneebend— Bend!— Fig. 19— The knees are bent 
and turned outward; the heels raised and the erect body low- 
ered to a sitting position on the closed heels ; chest high, head 
up. 

3. Heels — Raise ! — Standing on toes with heels together and 
legs straight. 

4. Left (or Right) Knee Forward — Raise!— Fig. 20— Kaise 
bent leg forward to level of waist; lower leg verticle; toes 
turned dow^n and outward. 




Fig. 17. Fig. 18. Fig. 19. Fig. 20. 



5. Left (or Right) Knee Sideward — Raise! — Eaise and 
move bent leg sideward ; ankle on knee of other leg. 

6. Left (or Right) Lower Leg Backward — Raise! — Fig. 21 
— Kaise lower leg backward. 

7. Left (or Right) Leg Forward, Sideward or Backward — 
Raise! — Raise the straight leg in given direction, foot about 
twelve inches high, toes turned down and outward. 

8. Touchstep Forward, Sideward- or Backward — Stand! — 
Place the straight leg in given direction with foot turned out- 
w^ard, toes touching floor, weight of body resting on stationary 
leg. 

9. Stride, Forward, Sideward or Backward — Stand! — Fig. 

22 — Place the straight leg in given direction with foot flat on 
the floor, weight of body resting equally on both feet. The 
feet are an ordinary step apart (two foot lengths). 

10. Step Forward, Sideward or Backward — Stand! — AYith 
stepping in given direction, transfer weight of body on step- 
ping leg with foot flat on floor ; the heel of other foot is raised. 



13 



11. Bend — Kneestep, Forward, Sideward or Backward — 
Stand! — Fig. 23 — The straight leg is placed in given direction, 
toes touching floor, bending the stationary leg without shift- 
ing the weight. 

12. Lunge Forward, Sideward or Backward — Stand! — Fig. 
24 — Take long step in given direction; bend same leg and 
transfer weight of body on stepping leg. Body erect, chest 
high, both feet flat on floor and stationary leg straight. 

Explanation — In all stepping, leg raising and marching, the 
feet are extended down and outward. 




rig. 21. Pig. 22. Fig. 23. Fig. 24. 



FAOIJSTG. 

Every facing is a turning around the long axis of the body. 

Facings are valuable in training for direction; also for 
quickness and promptness of response. 

From the first days of school, the pupils should receive drill 
in right, left, forward, backward, as terms relating to their 
own bodies, and not as relating to the walls of the room. 

Facings may be done by simply raising the whole of one 
foot and the toes of the other, and turning on the heel of the 
latter. Thus, if we wish to turn to the left, we do so, on the 
left heel; right, on the right heel. This method is preferable 
for small children. 

For older pupils, from the third grade up, the following 
method is recommended: 

To turn to the left, raise the sole of the left foot, the heel 
of the right, and with a slight pressure on the toes of the 
latter foot turn the body toward the left; then replace the 
right foot beside the left. To the right side, the movements 
are reversed. This requires two distinct movements, and the 
teacher will do well to count ''1, 2!" for each facing. If 
the command be "Left face,'' the turn is one fourth of a cir- 



14 



cle to the left, turning on the left heel and toes of right foot; 
''About face," one-half of a circle, or a turn that will bring 
the front of the pupil where the back was before the move- 
ment. 

The commands are: 

Left — Face! — One-fourth turn to the left. 
Right — Face ! — One-fourth turn to the right. 
Left about — Face! — One-half turn to the left. 
Right about— Face ! — One-half turn to the right. 
Half left— Face!— One-eighth turn to the left. 
Half right — Face! — One-eighth turn to the right. 
Drill on direction should be a part of each lesson. 

MARCHING. 

Marching in the schoolroom is necessarily limited; but some 
attention should be paid to it, not only during the gymnastic 
lesson, but also in dismissing the classes from the rooms. It 
is an unfortunate fact that teachers often require pupils to 
leave the room with a slow and stealthy step. This tends to 
produce the shuffling and shambling gait, with drooping shoul- 
ders and head, so common with school children. 

Children should be taught to walk with a brisk, light and 
elastic step, which of itself is conducive to good carriage and 
proper poise. This can be done without noise or undue haste. 

Marching in some form should be a part of every gymnastic 
lesson. During the first few weeks the pupils of the first grade 
need not keep in step, i. e., it is not essential that all the left 
feet move at the same time, but rhythmic succession of move- 
ment must be learned. Having mastered that, they should be 
taught to begin with the left foot, and to keep in step as well 
as in time. 

In the second and higher grades, keeping step should be as 
natural as keeping time in music. 

The gait should not be faster than one hundred and twenty 
steps a minute. The tendency to accelerate should be over- 
come by the teacher's keeping time by clapping hands or 
tapping with the foot or pencil. The rate of speed should be 
maintained whether the pupils march in place (mark time) or 
march forward. In the upper grades the marching to places 
will furnish the opportunity for this drill, although some of the 
other forms described below may be introduced into the 
lessons. 

In the first and second grades, an occasional march around 
the room is advised. 



15 



Marching in Place, or Marking Time. 

Command: Mark time — March! Class — Halt! — One— Two! 

Marking time is marching without gaining ground. The 
feet are raised alternately forward and immediately replaced ; 
the knees are slightly bent and the ankles extended as the 
foot moves forward, but there should be no undue swinging 
of the legs or swaying of the body. Eaising the knees will 
facilitate the learning of this exercise. 

Variations. 

(a) Mark time and clap hands on every step. 

(b) Mark time and clap hands on every other step. 

(c) Mark time and clap hands on the first of four, six or 
eight steps. 

(d) Mark time and clap hands on third, fifth or seventh 
steps. 

(e) Mark time and clap hands on four steps, then four 
steps without clapping hands. 

(f) Mark time and clap hands on the first, third, fifth, 
sixth and seventh of eight steps (drum beat). 

(g) Mark time and turn to the left or right on a given 
count (first, fourth, etc.). Turning in the same direction 
four times will cause the pupils to execute a complete turn. 

(h) After some practice in direction, mark time and turn 
left or right about on a given count. 

Note — Some of these variations, especially (c), (d) and (e), 
can be used in connection with teaching numbers by counting 
consecutively to sixteen, twenty, twenty-four, etc. Also 
teaching the groups of two, three, four, five, etc. 

Marching From Place. 

Command: Forward — March! — Halt! 
Command : Backward — March ! — Halt ! 
Command : Sideward — March ! — Halt ! 

(a) Forward — Marching forward a certain number of steps. 
March one step forward; three steps forward; seven steps 
forward. 

Note — Remember that it always takes one count more than 
the required number of steps to complete the movement. The 
left foot takes the first step, therefore the right should take 
the closing step. 

For example : Three steps forward — March ! Left — right — 
left, and close with right. 



16: 



(b) Backward — After considerable practice the marching 
backward may be added as the reverse movement for the 
forward marching, and later alternate one with the other. 

(c) Sideward — Sideward marching requires two counts for 
each step. If the direction is to the left, step sideward with 
the left foot ; bring the right up to it and continue to the given 
number, or until the command, "Halt!" is given. 

(d) Alterna^te marking time with any of the above; also 
with clapping hands and with turning to the left or right- 
two counts; about face — four counts, etc. 

(e) Marching around the room — Have every other line turn 
to the rear. On the command, "Forward; — March!" the first 
line marches across the front of the room, the second line 
marches into the first aisle, the third into the second, and so 
on, all following the first line, and all moving at once. If the 
class is small the pupils march around all the desks, forming 
one continuous line ; but if too large for this, the leader, after 
crossing the room, passes backward in the outside aisle along 
the wall, forward in the next aisle, backward in next, and so 
on, till the first place is reached. As all pupils follow the 
leader, all should arrive at their seats at the same time. They 
should continue to march by marking time at their seats until 
the command, "Halt!" is given, when they should stop by 
taking the last step with the right foot. 

The command to halt may also be given while the class is 
in motion. This is a good drill, teaching the children to stop 
instantly. On the command, "March!" every pupil in the 
class should move at once. . 

(f) Running — Any of the foregoing marching exercises 
may be taken in double-quick time, or running. The time 
should be about twice as fast as in marching. All running 
must be on toes. Pupils must keep their distance from one 
another. 

RHYTHMIC STEPS. 

This type of gymnastic work is intended primarily to 
develop grace and harmony of motion. Like most of the gym- 
nastic work in the schoolroom, it cannot be employed to the 
fullest extent because of the limited space. Experiments in 
the past have demonstrated that these steps can be done with 
profit, and that the children enjoy them. Musical accompani- 
ment enhances their value and also the interest of the pupils. 

Formation for Steps — Some of these steps may be taken in 
the regular class formation for calisthenics, the class moving 
forward and backward ; or forward a given distance, then 



17 



about face and return ; or bji facing left or right the class can 
move sideward left and right. Those steps that are continuous 
forward may be taken instead of marching back to seats; or 
around a row of desks — every other line turns to the rear and 
two contiguous lines pass around the row of seats between 
them. The class may also ''form a circle" around the room^ 
the pupils passing quickly to the space next to the walls that 
are nearest to them, thus forming a continuous row around the 
room; then can move forward (in line of direction, pupils 
behind each other), or sideward, left or right. After finishing 
the exercise, the pupils return to their seats by the shortest 
way. 

Rhythmic steps can be executed in any desired direction — 
forward, sideward, backward, obliquely forward and back- 
ward. The forward movement only is here described. 

These steps are in 2-4 time (polka or march), 3-4 (waltz 
or mazurka), and 4-4 time (schottische). 

The terms are similar to those used in the regular gymnas- 
tics. 

1. Placing the foot is without transferring the body weight 
(Touchstep). 

2. Stepping is a step with transferring the weight upon the 
stepping leg. 

(a) Skipping or Hippy-Ty-Hop — This may be taken instead 
of marching around the room. It is like running, except that 
a slight hop follows the step forward. This form of movement 
is also well adapted to a flying motion when playing "Birds." 

(b) Double or Gallop Hop — Step forward left, bring right 
foot up to the left with a slight hop, and continue in this man- 
ner a given number of times — four or eight times ; then change 
to the right foot in front. 

(c) Pointing — Raise the foot ankle high, then quickly ex- 
tend the knee and ankle, with the pointed toes placed on floor. 
(Similar to touchstep.) 

(d) Closing Step — Step forward left — 1; close with right 
foot— 2. 

(e) Follow Step — Step forward left — 1; close with right 
foot so that the instep is behind the heel of left — 2. 

(f) Closing Step or Follow Step — With rising on toes on 
:2, and lowering the heels on 3. Same as (d) or (e), but rise 
,on toes as the right foot approaches the left. 

(g) Closing Step or Follow Step — AVith bending knees on 
2, and straightening knees on 3. Same as (d) or (e), but bend 
knees slightly as the right foot approaches the left. 

18 



(li) Gliding — Glide forward with left foot, 'ooth knees 
slightly bent, weight on both legs — 1 ; follow with leg in rear 
and rise on toes — 2 ; repeat any desired number of counts. 

(i) Three Step — Step forward left — 1; close with right — 
2; take another step in place with left — 3. (Mazurka time, 
the first count being accented.) 

(j) Mazurka Balance — Step forward left — 1; point right in 
front of left foot, wdth rising on toes — 2 ; lower heels — 3. 

(k) Change Step — Follow step forward left, as in (e), then 
step forward left again and repeat the step beginning right. 
Count 1 and 2, 3 and 4. (As the name indicates the chang- 
ing step it is the same as that applied in marching, in order 
to regain the proper step according to the accent in music.) 

(1) Polka Step — Is the same as the change step, but pre- 
ceded by a hop while the stepping foot is raised. 

(m) Heel and Toe Polka — Place left heel forward and hop 
on the right foot — 1; place left foot backward, with toes on 
floor, and hop on right foot — 2; polka step forward left — 3, 4; 
repeat right — 5 to 8. 

(n) Glide Polka — Two glides forward left, with slight knee 
bending during glide and rising on toes when closing — 1, 2; 
polka step forward left — 3, 4; repeat right — 5 to 8. 

(o) Schottische Step or Schottische Run — Three small run- 
ning steps forward (left, right, left), hop on left foot and raise 
right knee on 4 — 1, 2, 3, 4; repeat, beginning right — 5, 6, 7, 8. 
When executed sideways, the second step is a cross-step in rear 
of the first step (or other foot). 

(p) Waltz Balance Step — Step obliquely forward left — 1 ; 
follow with right as in follow step (e) and rise on toes — 2; 
lower heels — 3 ; same, beginning right— 4, 5, 6. 

(q) Glide Hop or Glide Balance Hop — Glide forward with 
the left foot, bend the knee slightly and transfer the weight 
of the body — 1 ; hop on left leg and raise right leg backward, 
knee slightly bent and turned outward — 2 ; repeat right — 3, 4. 
(The number of hops that follow the glide may be increased 
-according to the rhythm.) 

(r) Step-Hop or Step Swing-Hop — Step forward left — 1; 
raise the right leg forward, foot turned outward, and hop on 
left leg — 2 ; repeat right — 3, 4. 

(s) Mazurka Hop — Glide forward left — 1 ; displace left foot 
with a hop on the right, the left leg being raised forward — 2 ; 
hop on right foot and bend the left knee so that the left foot 



19 



is in front of right knee — 3. Repeat, or combine with some 
other step. 

(t) Leap Hop — Raise left leg quickly forward and jump 
onto left foot (about two foot lengths forward) the right foot 
being raised behind left knee — 1 ; hop on left foot — 2 ; repeat 
right — 3, 4. 

(u) Cross-Step-Turn — Step forward left — 1; cross right in 
front with knees slightly bent, rise on toes with a half (or 
whole) turn left — 2; loAver the heels — 3. 

BREATHING EXERCISES. 

Breathing exercises should be taken only when the air to be 
inhaled is reasonably pure. 

Breathing exercises have a threefold effect. They increase 
the lung capacity, strengthen the organs of respiration, and 
moderate the rapid heart action consequent to vigorous exer- 
cise. 

The breathing exercise should consist of a long, deep in- 
halation, thoroughly expanding the chest and filling all parts 
of the lungs. It is especially desirable that the apexes be 
inflated by forcing the air to the upper part of the lungs. The 
exhalation should be somewhat forced, so as to expel as much 
of the residual air as possible. 

Both the time of inhaling and exhaling should be lengthened 
with the increasing age of the pupils ; also the number of 
repetitions. Care must be taken not to overdo either. Do not 
hold the breath too long. 

Arm movements which act on the muscles of respiration may 
be added to the breathing, as they greatly enhance the effect. 

In connection with the reading lessons, breathing exercises 
with vocalization will be found useful. 



20 



Teachers are requested to read the "Instructions and Sug- 
gestions to Teachers" in the front part of this book. This 
will give them a clear conception of the \York. 

SEPTEMBER. 
Lesson 1. 

When exercising out of doors, wand lessons 1, 2. 3, 4 and 5 
should be taken instead of regular lessons of the same num- 
bers. 

1. March forward four steps, march in place four steps, 

backward four steps and four steps in place — sixteen 
counts. Repeat several times. 

2. Raise arms forward — 1 ; turn head left — 2 ; return — 3-4- 

16; repeat right — 1-16. 

3. Raise arms forward — 1 ; raise arms upward — 2 ; return — 

3-4-16. 

Hands on hips — Place! (Starting position.) 

4. Touchstep left forward — 1 ; lower trunk forward — 2 ; 

return — 3-4-16. 
Hands in rear — Grasp! (Starting position.) 

5. Touchstep left forward — 1; raise left leg forward — 2; 

return— 3-4-16. 

6. Change step forward and backward — similar to tAvo-step. 

7. Inhale and exhale, slowly raising arms fore-upward. 
Game — Pulling Contest. 

OCTOBER. 

Lesson Two. 

Left— Face ! 

1. Two steps left sideward — 1-4; four steps in place — 5-8; 

return right — 9-16 — march. 

2. Raise arms sideward — 1; lower head left — 2; return — 

3-4. Repeat till 16 counts. Repeat to right — 1-16. 

3. Raise arms sideward — 1; upward — 2; return — 3-4. Re- 

peat — 1-16. 
Hands on hips — Place ! 

4. Touchstep left sideward — 1 ; bend trunk left^ — 2 ; return 

3-4. Repeat till 16 counts. Repeat to right — 1-16. 

5. Touchstep left sideward — 1 ; raise left leg — 2 ; return — 

3-4 till 16 counts. Repeat to right— 1-16. 
Left— Face ! 



21 



6. Step, hop, left sideward with raising right foot behind 

left knee — 1-2 ; same right — 3-4. Repeat in rhythm. 
Front — Face ! 

7. Inhale and exhale with raising arms sideward and lower- 

ing. 

Game — North and South. See list of games. 

Lesson Three. 

1. March backward three steps and close heels on four; 

four steps in place — 5-8; repeat going forward — 9-16. 

2. (a) Raise arms backward — 1; lower head backward — 2; 

return— 3-4-16. 
(b) Bend arms to strike — 1; lower head backward — 2; 
return— 3-4-16. 

3. Raise arms backward — 1 ; fore-upward — 2 ; return — 3- 

4-16. 

Hands on hips — Place ! 

4. (a) Touchstep backward — 1; bend upper trunk back- 

ward — 2 ; return — 3-4-16. 
(b) Touchstep right backward — 1; lower trunk forward 
—2; return— 3-4-16. 

5. Touchstep left backward — 1 ; raise left leg backward — 2 ; 

return— 3-4-16. 

6. Step, hop, backward with raising opposite knee for- 

ward. Repeat in rhythm also forward. 
Hands — Down ! 

7. Inhale and exhale. 

Game — Wand wrestling contest. 

NOVEMBER. 
Lesson Four. 

Hands on hips — Place ! 

1. Alternately and quickly raise the left and right knee 

forward — 1-2, 1-2, etc. 

2. Stretch arms forward — 1; lower head backward — 2; re- 

turn— 3-4-16. 
Hands — Down! 

3. Hands on shoulders — 1; stretch arms forward— 2; re- 

turn— 3-4-16. 
Hands on hips — Place ! 

4. Stride left forward — 1 ; lower trunk forward — 2 ; return 

—3-4-16. 

5. Raise left knee forward — 1 ; touchstep left forward — 2 ; 

return— 3-4-16. 



22 



6. Change step forward. 

Note — Step left forward — 1; close with right — 2; step left 
forward again — 3. Repeat beginning right. In 2/4 
time count one, and, two. 

7. Inhale and exhale. 

Game — Running and hopping race. 

Note — Run one way; at the return raise one foot and hop 
back on the other. 

Lesson Five. 

1. Clap hands in front of chest — 1 ; place hands on shoul- 

ders — 2; return — 3-4. 

2. Hands on hips — 1 ; lower head left-sideward — 2 ; return 

—3-4-16. Repeat to right— 1-16. 

3. Hands on hips — 1; stretch arms sideward — 2; return — 

3-4-16. 
Hands on hips — Place ! 

4. Stride left sideward — 1 ; bend trunk left — -2 ; return — 

3-4-16. Repeat to the right— 1-16. 

5. Raise left knee sideward — 1 ; touch step left-sideward 

— 2; return — 3-4-16. Repeat right — 1-16. 

6. Closing step left and right sideward with raising and 

lowering heels, also raising opposite arm to 1/2 circle 
over head. 

Note — Step left-sideward — 1 ; close heels with right, rise on 
toes and raise right arm to 1/2 circle over head — 2; lower 
heels — 3. The arm is replaced at the be*ginning of right foot. 

7. Inhale and exhale, slowly straightening arms sideward, 

palms upward, and returning. 
Game— 'Come along," with variations. 

DECEMBER. 
Lesson Six. 

1. Left about face in four steps — 1-4; four steps in place 

without facing — 5-8. Repeat. 

2. Hands on shoulders — 1; turn head left — 2; return — 3-4- 

16. Same right — 1-16. 

3. Hands on shoulders — 1 ; stretch arms backward (palms 

forward) — 2; return — 3-4-16. 
Hands on hips — Place ! 

4. Stride left backward — 1 ; turn trunk right — 2 ; return 

— 3-4-16; same right — 1-16. 

5. Raise left lower leg backward — 1 ; touchstep backward 

— 2; return — 3-4-16; same right — 1-16. 



23 



6. Closing step backward with raising and lowering heels 

in Mazurka rhythm. 

7. Inhale and exhale. 

Game — Hop Butting (for boys). Hop Pulling (for girls). 
See explanation of games. 

Lesson Seven. 

Remarks — Pupils in alternate aisles face to rear of room. 

1. March forward four steps, march in place four steps, 

while passing through the aisles. Always insist upon 
correct posture and light step. The marching from 
place and in place may be taken upon command. 
Hands on hips — Place ! 

2. Turn head left — 1 ; lower head backward— 2 ; return — 

3-4-16. 
Hands — Down ! 

3. Raise arms forward — 1; upward — 2; return — 3-4-16. 
Hands on hips — Place ! 

4. Lower trunk forward — 1 ; bend trunk backward — 2 ; 

return— 3-4-16. 

5. Raise left leg forward — 1 ; swing left leg backward — 2 ; 

return — 3-4-16; same right — 1-16. 

6. One-step forward and hop left and right alternately 

around the room. 

7. Inhale and exhale, slowly raising arms fore-upA^ard and 

lowering. 
Game — Come alon^. 

JANUARY. 

Lesson Eight. 

Left— Face ! 

1. Step left sideward — 1; cross-step right in rear — 2; step 

left sideward — 3 ; close heels — 4 ; four marching steps 
in place — 5-8. Repeat to the right. 
Hands on hips — Place! Front — Face! 

2. Lower head left sideward — 1; lower head to right — 2; 

return— 3-4-16. 
Arms — Down ! 

3. Raise arms sideward — 1 ; raise arms upward and clap 

hands — 2; return — 3-4-16. 
Hands on hips — Place ! 

4. Bend trunk left sideward — 1 ; bend trunk to right — 2 ; 

return— 3-4-16. 

5. Raise left leg sideward — 1 ; touchstep left backward — 2 ; 

return — 3-4-16. Repeat right — 1-16. 



24 



. 6. Step, hop, sideward with raising opposite leg sideward. 
Hands — Down ! 

7. Inhale and exhale, slowly raising arms side-upward and 
lowering. 

Game — Potato Race — Planting and picking. Use erasers 
or bean bags. 

Lesson Nine. 

1. March backward three steps, closing at four; march in 

place four steps — 5-8 ; return — 9-16. 
Hands on hips — Place! 

2. Lower head backward — 1; forward — 2; return — 3-4-16. 
Hands — Down ! 

3. Raise arms backward — 1 ; fore-upward — 2 ; return — 3- 

4-16. 

Hands on hips — Place! 

4. Bend trunk backward — 1 ; lower trunk forward — 2 ; re- 

turn backward and straighten — 3-4-16. 

5. Raise left leg backward — 1 : touchstep backward — 2 ; 

raise the leg and replace — 3-4-16. 

6. Step left backward and hop on left foot, raising right 

leg forward — 1-2. Stej) right forward and hop rais- 
ing left leg backward — 3-4. Repeat. 

7. Inhale and exhale. 

Game — "Passing the bean bag in front." 

FEBRUARY. 
Lesson Ten. 

(To be given as free exercises or with dumbbells.) 

1. March forward four steps, four steps in place, and repeat 

both while passing through aisles. Insist upon good 
posture and a light step. ' 
Arms to thrust — Bend! 

2. Thrust arms forward — 1 ; loAver head backward — 2 ; 

raise the head — 3 ; bend arms to thrust — 4-16. 

3. Thrust arms forward — 1; raise arms upward — 2; return 

—3-4-16. 

4. Thrust arms forward — 1 ; bend trunk forward (knuckles 

touching tips of shoes) — 2; return — 3-4-16. 
Hands on hips — Place! 

5. Raise left leg forward — 1 ; bend right knee (left foot 

touching floor) ; "bent kneestep," return — 3-4-16. 
Repeat with right — 1-16. 



25 



6. Step-hop forward — 1-2; alternate left and right for 

eight counts, then eight marching steps; alternate 
these two exercises continuously around the room. 

7. Inhale and exhale. 

Game — Running and hopping race. 

Run one length of space and hop on one foot coming back. 
Changing feet is a foul. 

Lesson Eleven. 

(As free exercises or with dumbbells.) 

1. Clap hands twice in front of chest and stretch arms 

sideward — 1; clap hands twice and lower arms — 2. 
Arms to thrust — Bend! 

2. Thrust arms sideward — 1 ; lower head sideward — 2 ; 

return — 3-4-16. Repeat to right— 1;16. 

3. Thrust arms sideward — 1 ; bend arms, hands over shoul- 

ders — 2 ; return — 3-4-16. 

4. Thrust arms sideward — 1; bend trunk left — 2; return 

—3-4-16. Repeat to the right— 1-16. 
Hands on hips — Place! 

5. Raise left leg sideward — 1 ; bend the right knee — 2 

(left foot touching floor) : return — 3-4-16. Repeat to 
the right — 1-16. 

6. Step-hop left and right sideward alternately — 1-8 and 

eight marching steps in place — 9-16. 

7. Inhale and exhale, slov/ly straightening arms sideward, 

palms upward and returning. 
Game— Fox and Hen. 

MARCH. 

Lesson Twelve. 

(As free exercises or with dumbbells.) 

1. Left about face (one-half turn) in four steps. Repeat 

four times. Same turning right. 
Arms to thrust — Bend! 

2. Thrust arms upward — 1 ; lower head backward — 2 ; 

raise head — 3 ; bend arms to thrust — 4-16. 

3. Thrust arms backward — 1 ; bend arms, hands over 

shoulders — 2 ; return — 3-4-16. 

4. Thrust arms upward — 1 ; turn trunk left — 2 ; return — 

3- 4-16. Repeat to the right. 
Hands on hips — Place! 

5. Raise left leg backward — 1; bend right knee — 2 (left 

foot touching floor) ; (''bent knee step") return — 3- 

4- 16. Repeat to right— 1-16. 



26 



6. Step-hop left and right alternately with raising opposite 

knee forward — 1-8, and eight marching steps in place 
—9-16. 

7. Inhale and exhale, slowly straightening arms backward, 

palms forward, and returning. 
Game— ''The Beetle Is Out." 

Lesson Thirteen. 

1. March forward four steps — 1-4; march four steps in 

place with knee raising — 5-8. Alternate these two ex- 
ercises while passing through the aisles. Insist upon 
good posture and a light step. 
Arms backward — Fold! 

2. Lower head forward — 1 ; circle to left sideward — 2 ; 

backward — 3; right sideward — 4-16. Repeat to right. 
Arms — Down ! 

3. Raise arms forward — 1 ; bend arms upward — 2 ; return 

—3-4-16. 
Hands on hips — Place! 

4. Stride left forward and lower trunk forward — 1 ; circle 

trunk to left sideward, bending — 2; return — 3-4-16. 
Repeat to right — 1-16. 

5. Step left forward — 1 ; (shift body weight upon stepping 

leg) raise right knee forward — 2; step right forward 
— 3 ; raise left knee — 4. Repeat several times. 

6. Change step forward twice — 1-4; raise and lower heels 

twice — 5-8. Repeat backward — 9-16. 
Hands — Down ! 

7. Inhale and exhale, slowly raising arms fore-upvrard and 

lowering. 

Game — "Two Deep," and later, "Three Deep." 

APRIL. 

Lesson Fourteen. 

"When exercising out of doors, wand lessons 6, 7, 8, 9 and 10 
should be taken instead of the lessons 14, 15, 16, 17 and 18. 
Hands on hips — Place! 

1. Raise left and right knee alternately — 1-4; stretch arms 

forward — 5 ; return — 6 ; repeat — 7-8. Execute in 
quick rhythm. 
Arms backward — Fold! 

2. Lower head left sideward — 1 ; backward — 2 ; return — 3- 

4-16. Repeat right. 
Arms — Down ! 

' 27 



3. Raise both arms left sideward — 1 ; circle arms down- 

ward to right sideward position — 2; return — 3-4-16. 
Repeat beginning right — 1-16. 
Hands on hips — Place! 

4. Stride left sideward and bend trunk left — 1 ; circle trunk 

to the forward lower position — 2. Repeat right. 

5. Step left sideward — 1; raise right knee sideward, right 

foot behind left knee — 2; the same right sideward — 3- 
4-16. 

6. Change step left and right sideward alternately — 1-4; 

raise and lower heels twice — 5-8. 
Hands — Down ! 

7. Inhale and exhale, slowly raising arms side-upward and 

lowering. 

Game — Relay Race with Bean Bags. 

Lesson Fifteen. 
Hands on hips — Place! 

1. Raise left and right lower leg backward alternately 

< — 1-4 ; stretch arms upward — 5 ; return — 6 ; repeat 
(5-6)— 7-8. 
Arms backward — Fold! 

2. LoAver head backward — 1 ; circle head to left side — 2 ; 

return — 3-4-16. Repeat right — 1-16. 
Arms — Down ! 

3. Raise arms backward — 1 ; swing arms fore-upward — 2 ; 

return — 3-4-16. 
Hands on hips — Place! 

4. Stride left backward and bend trunk backward — 1 ; cir- 

cle trunk to left side — 2; return — 3-4-16. Repeat 
right— 1-16. 

5. Step left backward — 1 ; raise right knee forward — 2 ; re- 

turn— 3-4. Repeat right— 5-8-16. 

6. Change step left and right backward — 1-4; raise and 

lower heels twice — 5-8. 
Hands — Down ! 

7. Inhale and exhale. 

Folk Dance — Children's Polka. 

MAY. 

Lesson Sixteen. 
Hands on hips — Place! 

1. Raise left and right knee alternately — 1-4; clap hands 
in front of chest — 5 ; stretch arms forward — 6 ; return 
— 7-8. Repeat several times. 



28 



2. Turn head left and stretch arms forward — 1 ; return — 2- 

8. Repeat right — 1-8. 

3. Stretch arms upward — 1 ; touchstep left and low^er arms 

forward — 2; return — 3-4-16. Repeat right. 
Hands — Down ! 

4. Bend arms inward and lower trunk forward — 1 ; raise 

trunk and stretch arms sideward — 2; return — 3-4-16. 
Hands on hips — Place ! 

5. Raise heels and stretch arms upward — 1 ; bend knees and 

lower arms forward — 2 ; return — 3-4-16. 
Touchstep position left forward — Stand! 

6. Hop on right foot and tap lighth'^ with the left foot — 1-4; 

change position and tap lightly with right foot — 5-8. 
Repeat continuously. 
Hands — Down ! 

7. Inhale and exhale, slowly raising arms fore-upward and 

lowering. 

Folk Dance — Highland Schottisehe. Part I. 

Lesson Seventeen. 

Hands on hips — Place 1 

1. Raise left and right knee alternately — 1-4; clap hands 

in front of chest — 5 ; stretch arms sideward — 6 ; re- 
turn — 7-8. Repeat several times. 

2. Lower head left and stretch arms sideward — 1 ; return 

—2-8. Repeat— 1-8. 

3. Stretch arms upward — 1 ; touchstep left and lower arms 

sideward (shoulder high) — 2; return — 3-4-16. Repeat 
right sideward — 1-16. 
Hands — Down ! 

4. Bend arms inward and trunk left — 1 ; straighten trunk 

and stretch arms upward — 2 ; return — 3-4-16. Repeat 
right— 1-16. 
Hands on hips — Place ! 

5. Raise heels and stretch arms upward — 1 ; bend knees 

and lower arms sideward — 2; return — 3-4-16. 
Touchstep left sideward — Stand! 

6. Hop on right foot and tap lightly with the left foot — 1-4 ; 

change position and tap lightly with right foot — 5-8. 
Repeat continuously. 
Hands — Down ! 

7. Inhale and exhale, slowly raising arms sideward and 

lowering. 

Folk Dance — Highland Schottisehe. Part II. 



29 



JUNE. 



Lesson Eighteen. 

Hands on hips — Place ! 

1. Raise left and right knee alternately — 1-4 ; clap hands in 

front of chest — 5 ; stretch arms upward — 6 ; return 
—7-8. 

2. Lower head backward and stretch arms upward — 1 ; 

return — 2-8. 

S. Stretch arms upward — 1 ; touchstep backward and place 
hands on shoulders — 2; return — 3-4-16. Repeat rio-ht 
—1-16. 
Hands — ^Down ! 

4. Bend arms inward and bend trunk backward — 1; 

straighten trunk and stretch arms upward — 2; return 
3-4-16. 
Hands on hips — Place ! 

5. Raise heels and stretch arms upward — 1 ; bend knees 

with swinging arms fore-doAvnward and backward — 2;- 
return — 3-4-16. 
Touchstep left backward — Stand! 

6. Hop on right foot and tap lightly with the left foot — 

1-4; change position and tap lightly with right foot 
—5-8. 
Hands — Down ! 

7. Inhale and exhale. 
Game— "Chase Ball." 



Exercises with Wands for Fifth and Sixth 

Grades. 

Lesson One. 

1. IMarch three steps forward and halt — 1-4: knee bending 

twice — 5-8. Repeat marching backward. 

2. Bend arms upward — 1; lower head backward — 2; re- 

turn— 3-4-16. 

3. Bend arms upward — 1; stretch" arms upward — 2; return 

—3-4-16. 

4. "Wand in rear of shoulders — 1 ; lower trunk forward — 2 ; 

return — 3-4-16. Repeat bending backward — 1-16. 



30 



5. Lunge left forward and bend arms upward — 1 ; return 

— 2; lunge right forward and arms fore-upward — 3; 
return — 4-16. 

6. Jump in place on both feet four times — 1-4; jump twice 

to a side stride position — 5-8. Repeat. 

7. Inhale and- exhale, raising heels and arms fore-upward 

and lowering. 
Game — Running and hopping race. 

Run one length of space and hop on one foot coming back. 
Changing feet is a foul. 

Lesson Two. 

1. March two steps left sideward — 1-4; bend knees twice 

— 5-8. Repeat toward right — 9-16. 

2. Place wand behind shoulders — 1 ; lower head left side- 

ward — 2; return — 3-4-16. Repeat right — 1-16. 

3. Raise wand horizontally left sideward, right hand in 

front of left shoulder — 1 ; raise Avand horizontally up- 
ward — 2; return — 3-4-16. Repeat right — 1-16. 
Stride left sideward — Stand ! 

4. Wand in rear of shoulders — 1 ; bend trunk left sideward 

2; return— 3-4-16. Repeat right— 1-16. 
Closed feet position — Stand! 

5. Bent knee-step left sideward and raise wand left side- 

ward — 1 ; raise arms upward — 2 : return — 3-4-16. 
Repeat right — 1-16. 

6. Step-hop left and right alternately with raising opposite 

knee forward — 1-8 ; eight marching steps in place — 
9-16. 

7. Inhale and exhale, slowly raising heels and arms fore- 

upward and lowering. 
Game — Tug of War. 

Lesson Three. 

1. Three steps backward and close heels on four — 1-4; bend 

knees twice — 5-8 ; repeat marching forward — 9-16. 

2. Turn head left and wand in rear of shoulders — 1 ; turn 

head right — 2; return to left — 3; turn forward and 
lower wand — 4-16. 

3. Raise wand left obliciuely backward, right hand over left 

shoulder — 1 ; return — 2 ; repeat right — 3-4-16. 

4. Turn trunk left and raise wand left obliquely backward 

— 1 ; return — 2 ; repeat right — 3-4-16. 



31 



5. Lunge left backward and raise waud left backward — 1; 

raise arms upward — 2 ; return — 3-4-16. Repeat risrlit 
—1-16. 

6. Change step forward twice — 1-1; raise and lower heels 

twice — 5-8. Repeat backward — 9-16. 

7. Inhale and exhale, raising heels and arms fore-upward 

and lowering. 
Game — Two Deep, and later. Three Deep. 

Lesson Four. 

1. Four marching steps in place — 1-4; bend arms upward 

— 5 ; stretch arms forward — 6 ; return — 7-S. Repeat 
several times. 

2. AVand in rear of shoulders — 1; lower head backward — 2; 

return— 3-4-16. 

3. Cross arms in front of chest, left forearm on top of right 

— 1 ; uncross and raise arms upward — 2 : return — 3- 
4-16. 

4. (a) Stride left forward and cross arms in front — 1; 

lower trunk forward — 2 ; return — 3-4-16. 
(b) Stride right backward and cross arms in front — 1; 
bend trunk backward — 2; return — 3-4-16. 

5. Lunge left forward and cross arms in front — 1 : raise 

arms upward — 2; return — 3-4-16. Repeat right — 1-16. 

6. Triple stamp hop left and right — 1-8. and eight march- 

ing steps in place — 9-16. 
Note — Step and stamp with left foot — 1: hop on left three 
times, raising right leg backward — 2-3-4. (Triple stamp hop.) 

7. Inhale and exhale, raising heels and arms fore-upward 

and lowering. 
Game — Relay Race with Bean Bags. 

Lesson Five. 

1. Four marching steps in place — L4: bend arms upward 

— 5 ; stretch arms loft sidevrard — 6 ; return — 7-8. 
Repeat and stretch arms right sideward — 9-16. 
Wand in rear of shoulders — Place! 

2. Lower head and stride left sideward — 1 ; lower head to 

right — 2; return — 3-4-16. Repeat right — 1-16. 
Wand forward — Lower! 

3. Wand vertically upward, left hand on hip — 1 ; carry 

wand over bead to vertical position on right hip — 2; 
return — 3-4-16. 



32 



4. Wand vertically on left hip and bend trunk left — 1; 

carry wand over head to right hip and bend trunk 
right— 2 ; return— 3-4-16. 

5. Bend knee-step left sideward and wand vertically on 

left hip — 1 ; lunge left sideward and carry wand over 
head to right hip — 2; return — 3-4-16. Repeat right 
—1-16. 

6. Change step left and right sideward — 1-4; raise and 

lower heels twice — 5-8. 

7. Inhale and exhale, raising heels and arms fore-upward 

and lowering. 

Game — The Beetle is Out; or Folk Dance: Children's Polka. 
Lesson Six. 

1. Four marching steps in place — 1-4 ; bend arms upward — 

5 ; stretch arms upward — 6 ; return — 7-8. Repeat 
several times. 

2. Turn head left and place wand in rear of shoulders — 1 ; 

turn head to right — 2 ; return — 3-4-16. 

3. Wand behind shoulders — 1 ; stretch arms upward — 2 ; 

return— 3-4-16. 

4. Raise arms upward — 1 ; bend trunk backward — 2 ; return 

—3-4-16. 

5. Lunge left backward and raise arms fore-upward — 1; 

change knee bending and lower wand in rear of shoul- 
ders — 2 ; return — 3-4-16. Repeat right — 1-16. 

6. Touchstep left forward — 1 ; left backward — 2 ; change 

step left forward — 3-4; repeat right — 5-8, around the 
room or yard. Alternate Avith marching step. 

7. Inhale and exhale, raising heels and arms fore-upward 

and lowering. 

Game — The Beetle is Out, or Folk Dance : Highland Schot- 
tische. Part I. 

Lesson Seven. 

1. Raise left and right knee alternately forward — 1-4 ; raise 

arms forward and lower twice — 5-8. Repeat several 
times. 

2. Lower head backward and bend arms upward — 1 ; 

stretch arms upward — 2; return — 3-4-16. 

3. Bend arms upward — 1 ; stretch arms upward and place 

wand in rear of shoulders — 2; return — 3-4-16. 

4. Touchstep left forward and bend arms upward — 1 ; place 

wand in rear of shoulders and lower trunk forward 
—2; return— 3-4-16. 



33 



5. Touchstep left forward and bend arms upward — 1 ; lunge 

forward and place wand in rear of shoulders — 2 ; 
return — 3-4-16. Repeat right — 1-16. 
Touchstep left forward — Stand ! 

6. Hop on right and tap lightly with the left foot — 1-4; 

change position and tap lightly with right foot — 5-8. 
Repeat continuously. 
Closed feet position — Stand! 

7. Inhale and exhale, raising heels and arms fore-upward 

and lowering. 
Folk Dance : Highland Schottische. Part H. 

Lesson Eight. 

1. Raise left and right knee alternately, forward — 1-4; 

raise and lower arms left and right sideward alter- 
nately — 5-8. Repeat several times. 

2. Lower head left and raise arms left sideward — 1 ; raise 

the head and raise arms upward — 2; lower head right 
and lower arms right sideward — 3 ; raise head and 
lower arms — 4-16. 

3. Raise arms left sideward — 1 ; place wand in rear of 

shoulders — 2; return — 3-4-16. Repeat right — 1-16. 

4. Touchstep left and raise arms left sideward — 1; place 

wand in rear of shoulders and bend trunk left — 2; 
return — 3-4-16. Repeat right — 1-16. 

5. Touchstep left and raise arms left sideward — 1 ; lunge 

left sideward and place wand in rear of shoulders — 2 ; 
return — 3-4-16. Repeat right — 1-16. 
Touchstep left sideward — Place ! 

6. Hop on right foot and tap lightly with the left foot 

— 1-4 ; change position and tap lightly with right foot 
— 5-8. Repeat continuously. 
Closed feet position — Stand! 

7. Inhale and exhale, raising heels and arms fore-upward 

and lowering. 
Oame — Chase Ball. 

Lesson Nine. 

1. Raise left and right knee alternately — 1-4; raise arms 

fore-upward and lower twice — 5-8. Repeat several 
times. 

2. Turn head left and bend arms upward — 1 ; turn head 

forward and stretch arms upward — 2 ; turn head right 
and bend arms — 3; return head forward and lower 
arms — 4-16. 



3. Place wand in rear of shoulders — 1; lower wand in rear 

— 2; raise wand in rear of shoulders — 3; lower wand 
in front — 4-16. 

4. Touchstep left backward and place wand in rear of 

shoulders — 1 ; bend trunk backward — 2 ; return — 3-4- 
16. Repeat right — 1-16. 

5. Touchstep left backward and place wand in rear of 

shoulders — 1 ; lunge left backward and lower wand in 
rear — 2; return — 3-4-16. Repeat right. 

6. Jump to side-stride position — 1 ; return — 2 , repeat three 

times — 3-8; eight running steps in place — 9-16. Repeat 
and take only four counts of each. 

7. Inhale and exhale, raising heels and arms fore-upward 

and lowering. 
Game — Dodge Ball. 

Lesson Ten. 

1. Bend knees and raise arms forward — 1 ; return — 2 ; 

repeat— 3-4 ; raise heels and arms fore-upward — 5 ; 
return — 6; repeat — 7-8. Repeat several times. 

2. Lower head backward and place wand in rear of shoul- 

ders — 1 ; stretch arms upward — 2 ; return — 3-4-16. 

3. Turn head left and swing wand left obliquely backward, 

right hand over right shoulder — 1 ; return head for- 
ward and raise arms upward — 2 ; turn head right and 
lower wand right obliquely backward — 3 ; return head 
front and arms forward down — 4-16. 

4. Lower trunk forward and place wand in rear of shoul- 

ders — 1 ; bend trunk backward and stretch arms up- 
ward — 2 ; return — 3-4-16. 

5. Lunge left forward and swing wand left obliquely in 

rear — 1 ; change knee bending and stretch arms up- 
ward — 2; return — 3-4-16. Repeat right — 1-16. 

6. Jump to a side stride position — 1; jump to crossed feet 

position — 2; return to side stride — 3; jump to closed 
feet position — 4. Repeat continuously. 

7. Inhale and exhale, raising heels and arms fore-upward 

and lowering. 
Game — Passing Relay. 



35 



Gaines for Fifth, Sixth, Seventh and Eighth 

Grades. 



Three Deep. 

(Tag the Third.) 

Arrange the players in a large circle, standing two deep 
(one behind the other). Now select one pair as a runner and 
a catcher. The runner runs around the outside of the circle 
and places himself in front of a pair, thereby forming a rank 
of three, "three deep." This must never be. The last one of 
these three, therefore, runs and places himself in front of 
some other pair, again forming three, etc. In the meantime 
the catcher is chasing the runner, trying to tag him before 
he places himself in front of a pair. As soon as the runner is 
tagged he becomes chaser, and the former catcher is the run- 
ner. The game then continues. In order to have a splendid 
game, note the following: Do not allow any running through 
the circle; insist that the players always run around the out- 
side. Do not allow the playing of "partners," and encourage 
short runs outside, so as to get quick changes. If some players 
persist in running around the circle once or oftener, put them 
in the center , of the circle to watch and learn how the game 
ought to be played. Do not allow the boys to indulge in hard 
slapping. 

Jumping Circle. 

(Hopping Circle, Shotbag.) 

Form the players in a circle. The pupils face inward and 
are about two steps apart. Get a rope, about twelve feet long, 
with a beanbag tied to the end of it. One of the players stands 
in the center and swings the rope around in a circle, keeping 
the bag close to the ground. As the rope approaches each 
player, he hops upward and over the sAvinging bag. Who- 
ever is struck by the bag or rope steps out of the circle. In- 
sist that the bag be swung close to the ground, and. vrith timid 
players, that it is not swung too rapidly. 



36 



End Ball. 

(A preparatory game leading up to Captain Ball.) 

The field is a thirty-foot square, divided into two equal 
parts. Across the outside end of each field is a smaller field, 
or base, three or four feet deep. Any number may play. They 
are divided into two teams. About one-third of each team are 
basemen, who take their places in the base or outer field at one 
end, while the others are guards, and take their places in the 
inner field on the opposite side of the center line. 



w 


A 


A 


A 


A 


A 


A 




B 




B 




B 








B 




B 




B 




B 




B 




B 








B 




B 




B 




A 




A 




A 




M 




A 




A 




A 




A 




A 




A 








A 




A 




A 




B 


B 


B 


B 


B 


B 



30 ft. 



The game may be played in halves of five minutes or for any 
length of time. Play is continuous during this time. 

A point is made whenever a basemen cathces the ball (a 
basket-ball) from a guard of his own team. 

Rules — The game is in charge of a referee, who calls all 
fouls. At the beginning of the game (or at the beginning of 
each half) he tosses the ball up in the center, between two 
opposing guards. 

All players must keep within their own fields. 

If the ball rolls or is thrown over the boundary line of any 
field, the player nearest the line in that field gets the ball, 
and brings it in to the line, at fhe point where it crossed. 
From there he throws the ball to one of the players in the 
same field. 



37 



Gornsr Ball. 

The field is an oblong, 30 feet by 40 feet, divided into two 
equal parts. (Any space may be used if this size is not avail- 
able.) Each part contains two bases, placed in the far cor- 
ners. A third may be added if desired. (See diagram.) 

Any number may play. They are divided into two teams. 
Two players of each team are basemen and the others are 
guards. Their positions are shown in the diagram. 

The bases are three (3) feet square. 

The object of the game is to throw the ball from a guard 
to a baseman of the same team. 

The game is played in halves of five (5) or more minutes 
each. Play is continuous during this time, the only stop being 
that made to call a foul. 

A point is made whenever a baseman catches a ball (a bas- 
ket-ball) from one of the guards of his own team. It must be 
a fair throw — that is, the ball must not touch the ground, 
wall, or ceiling before being caught by the b'aseman. 

Rules — Guards are not allowed to cross the center line, nor 
to step into the bases, nor out of the field of play. 



B 



A 
B 



B 



B 



B 



B 



B 



B 



A 



B 



A 
B 

30 ft. 



B 



38 



Basemen must always have both feet in their bases, but 
they are allowed to jump up to eatch the ball. 

The game is in charge of a referee, who calls all fouls. At 
the beginning of each half he tosses the ball up in the center 
of the field, between two opposing guards. In case of a foul 
he gives the ball to a guard of the other team. 

There shall be a scorer, w^ho is also timekeeper. 

If in the course of play the ball rolls or is thrown off the 
field, it shall be brought back by a guard of the team whose 
line is crossed. He shall put the ball in play by standing on 
the line, at the place where the ball left the field, and throw 
it to one of the guards of his own team. 

Fouls are made as follows : 

1. Carrying the ball (taking more than one step). 

2. Striking or touching the ball when it is in the hands of 
a player. 

8. Holding, pushing, striking, or tripping an opponent. 
4. Stepping across the center line, or out of the field, with 
one or both feet. 



In most playgrounds it is best to run this race ''to and fro," 
as a shuttle race. Divide the players into teams of eight 
pupils each. Each team is so arranged that four stand at one 
end of the space to be covered and the other four at the other 
end : 



The first one of each half ''toes the scratch." The com- 
mands for starting the race are : ' ' Get on your marks ; " ' ' Get 
set;" ''Go." Upon the command, "Go," No. 1, who has a 
flag (a handkerchief or a stick) in his hand, runs across the 
course and hands the flag to No. 2. No. 2 immediately runs 
•across and hands the flag to No. 3 (who in the meantime has 
toed the scratch line), and so on, each member of the team 
running across the space once. The other teams of eight are 
doing likewise. The team getting its eighth runner across tlie 
line first wins. 



Relay Race. 






2 4 6 8 



2 4 6 8 



39 



Hopping Contests. 

(a) Hop and Pull — Divide the players into ''ones" and 
^'twos." The twos march twelve steps forward and face left 
about. Now let the first eight of each side step forward, and 
each pair of opponents grasp right hands. Upon the com- 
mand, "Go," they all hop (on one foot) and try to pnll their 
opponents over to their side. The side having pulled over the 
greatest number wins. In case a player is forced to place both 
feet on the floor, the opponent wins. Then take the next eight, 
and so on. 

(b) Hop and Push — Proceed as above. The opponents now 
grasp each other's shoulders, and while hopping try to push 
one another over into their territory. 

(c) Foot in the Ring (Boys) — Divide the players into squads 
of about eight. For each squad draw on the ground a circle 
of about two feet in diameter. Boy No. 1 comes forward, 
places one foot in a ring, bending the knee and having the 
weight of his body over this foot. He then folds his arms and 
awaits the attack of pupil No. 2, who, also having his arms 
folded, hops forward. No. 2 hops around No. 1 (who keeps 
changing his front to where No. 2 is) until he finds a chance 
to attack No. 1 and, while hopping, push him out of the cir- 
cle. If he succeeds, he wins, and takes the circle. No. 3 coming 
forward to attack him, and so on. If, however, during the 
contest No. 2 gets both feet on the floor,_he loses, and No. 3 
then comes forward to attack No. 1. The player in the ring, 
so long as his foot is in the circle, may cause the attacker to 
fall by evading or dodging him. The arms always must re- 
main folded, and the pushing must be done with the shoulders 
and never with the raised arms. For very skillful players, 
an exciting contest is had by putting two attackers against the 
one in the ring. 

(d) Free Hopping (Rooster Fight — Boys) — Divide the play- 
ers as above. This contest calls for the highest display of 
skill and endurance. Two players with folded arms hop about 
freely, each trying to force the other to place both feet on the 
ground, either by pushing or by dodging an attack. If in 
trying to avoid a fall a player touches the ground with his. 
hand or any other part of his body except the foot he is hop- 
ping on, he is out. Players are not allowed to change feet 
during a "bout." The arms always must remain folded and 
held close to the chest. 



40 



Ring-Toss. 

This is a game of skill. Divide the players into as many 
squads as there are sets of rings. A ring-toss set consists of 
two bases and^four rubber rings. The bases are placed from 
ten to fifteen feet apart. Each player gets two rings. Points 
are made by tossing the ring as close to the pin as possible. 

A variation of this game is to draw three circles around 
the base, about one, two and three feet from the pin. Allow 
five points for a toss into the outer circle, ten points into the 
next, fifteen into the third, and twenty-five if a "ringer'' is 
made. Horseshoes will answer where no rings can be had. 




Ball Relay. 

(a) Overhead — Divide the players into three divisions, or 
as many divisions as there are basket-balls or round footballs 
to play with. Arrange them in three flank ranks, one pupil 
standing behind another, the one standing in front having a 
ball. Upon command, No. 1 passes the ball over his head 
into the hands of No. 2 ; he passes it to No. 3, and so on until 
the last one gets the ball. 

1. 2. 3. 4. 5.. 6. 7. 8. etc. First Team. 



H 


H 


A 


1. 


2. 


3. 


-4 

1 . 


2. 


3, 



■] "4 "4 " . 

4, 5. 6. 7. 8. etc. Second Team. 

4 "4 '4 "4 "-4 

4v 5, 6. 7. 8. etc Third Team. 



41 



As soon as he lias it he races along the right side, places him- 
self in front of his rank, and then the relay again takes place - 
from the first to the last. The last one again runs to the head 
of his rank and starts the relay, and so on until every player ♦ 
in the rank has run to the front. The last runner Avill be the 
pupil who originally headed the rank. 

N. B. — Dumbbells, potatoes, handkerchiefs or any other ar- 
ticles may be used in place of balls. 

(b) Between the Feet — A variation of the above game con- 
sists in having the players bend forward and stand with their 
feet apart. The play then consists of passing the ball backward 
between the feet. Every player must touch the ball as it is 
passed backward. 

(c) Over and Back — Divide the players into as many divi- 
sions (or teams) as there are balls. Each team noAv counts off 
from right to left. The even numbers take four steps forward 
and face left about. Upon the command, "Go," No. 1 passes 
the ball over to No. 2, he to No. 3, he to No. 4, and so on. The 
team first getting the ball into the hands of its last member 
wins. The ball may also be relayed to the last number of the 
team and then back again into the hands of the first. 




An interesting variation of the game is found by requesting 
each team member to bounce the ball on the floor once and 
catch it before throwing it over to the next player. 

Bouncing may be replaced by tossing the ball up into the 
air, or by bouncing first, then tossing up before throwing 
over to the next. 

Chase Ball. 

(Cold Weather Game). 
Divide the players into divisions of about twelve each. 
Each division is a,gain divided into two teams. A basket-ball 
or football is given to one team, whose members throw the 
ball to one another. The other team tries to intercept and 
catch the ball. If they succeed, they try to keep the ball in 
their possession as long as possible. The players run about 
within the territory allow^ed them. The ball must never be 
taken out of a player's hands, and no tackling or rough play 
is allowed. This is a splendid cold weather game. 



42 



Overtake. 



(Cliase-Relay.) 

The game of overtake belongs to the relay class, the object 
of the game being to relay a large, hollow ball (a cap, a hat, 
a dumbbell, a handkerchief filled with grass, etc.) from one 
point to another faster than the object moved b}^ the rival 
team. The game may be played in various ways. 

(1) In its simplest form the players form a front circle, 
facing inward. Tavo balls are used, one being given to a 
player standing at one side, and the other to a player who 
stands at the opposite side of the circle. (See diagram.) 



Upon command, the ball is thrown to the player standing at 
the left. He throws it to his neighbor at the left, etc. Every 
player must catch the ball, no player to be passed. Who 
misses the ball must pick it up and throve it to his neighbor. 
The object of the game is to have one ball "overtake" the 
next. As a variation more balls may be used; also, balls of 
different weight and size. 

(2) If played as a team game the players are numbered, the 
players Avith the odd numbers forming one team, the balance 
the other team. The game is started as described above, each 
team having one ball (which is thrown only to its own mem- 
bers). The side overtaking the other wins the game. 

This game may also be played by giving the balls to two 
players standing next to each other. The balls should now be 
thrown twice (or three times) around the circle to see which 
team wins. This can readily be seen by having the first player 
raise his arms with the ball after this has completed its second 
(third) round. Placing the players far apart increases the 
difficulty of the game. 

43 




Volley Ball. 
(First Form— Throw the Ball.) 

(If a neutral territory is marked off close to the rope, this 
game is kno^vn as Newcomb.) 

The object of the different forms of volley ball is identical. 
It consists of passing a ball over a net (or a rope) from side 
to side. The game admits of being graded. The form here 
described consists of throwing a basket-ball from side to side 
over a net or rope stretched from five to seven feet above the 
ground (five feet is high enough for small players). The 
players are divided into two teams. The play field is approxi- 
mately 20 by -iO feet, the net or rope being stretched through 
the center, giving each team a play field of about 20 feet 
square. The players of each team are divided into forwards 
(those standing nearest the net), centers and backs. One team 
gets the ball. One of its players, usually a forward, throws 
the ball across the net in such a manner that it will be difficult 
for a player on the opposite team to catch it. If it is not 
caught — i. e.. if it touches the ground — the throwing team 
scores a point. Team Xo. 2 now throws the ball. A ball 
thrown so far that it falls outside the playfield does not count 
as a score for the throwing side. The game may either be 
played for a certain number of points or for a certain length 
of time. Should the sun, the wind, etc., favor a team, it is 
then advisable to change the fields after half of the game has 
been played. 

Pass Ball. 

The players stand shoulder to shoulder in a front circle. 
The object of the game is to pass a large, hollow ball (a club, 
dumbbell, stick, handkerchief, etc.) rapidly from one player to 
the next ; no player may be skipped. One player is chosen, 
who is outside the circle, whose aim it is to tag the ball that is 
being passed along the inside. The player having the ball in 
hand when it is tagged takes the place of the tagger. Should 
the ball be dropped and then be tagged by the tagger, the 
player in the circle who touched the ball last is "it." 

Basket-Ball Far Throw. 

The ball must weigh not less than eighteen nor more than 
twenty-one oimces. It shall be thrown from over the head 
from a stand behind a line, known as the scratch line. The 
feet may not be moved during the throw, nor until the ball 
falls to the ground. Raising the heels shall not be considered 
moving the feet. To be a fair throw, the ball must fall inside 



44 



a lane, ten feet wide, running in the direction of the throw- 
Lines at right angles to the direction of the throw^ shall be 
drawn across the lane one foot apart. The distance of these 
lines from the scratch shall be distinctly marked to assist the 
judges in scoring. Credit will be given for whole feet only 
(no inches). 

Hurl-Ball Far Throw. 

Each contestant shall be allowed three throws. The hurl- 
ball shall be a sphere, the circumference of which shall be not 
less than twenty-four (24) and not more than twenty-five (25) 
inches, with a handle so attached as to keep the backs of the 
fingers not more than one inch from the surface of the ball. 
Its weight shall be at least two pounds and not more than two 
and one-quarter pounds. The ball shall be thrown with one 
hand, from behind a scratch line, and with unlimited run. 
Crossing the line makes the throw without result. It shall, 
however, count as a try. The ball must fall between two lines, 
twenty-five (25) feet apart and parallel, drawn at right angles 
to the scratch line in the direction of the throAv. Credit will 
be given for whole feet only (no inches). 

Tower Ball. 

The players are formed into a rather large circle. In the 
center of the circle a tower is placed, made by tying together 
upper ends of three wands; (a number of clubs, hats, a bas- 
ket-ball, etc., may also serve as a tower). One or two players 
are selected as guards, being stationed within the circle. The 
bbject of the game for the rest of the players is to destroy 
the tower by kicking a basket-ball against it. The ball must 
always be kicked close to the ground. If the tower is knocked 
down, the player who kicked the ball takes the place of the 
guard. If the guard upsets the tower, he is replaced by 
another player. 

Rob and Run. 

Divide the players into two teams, Nos. 1 and 2. The teams 
stand about sixty feet apart. Twenty-five feet from Team 
No. 1 place a box (or a chair, etc.), and upon this place a bas- 
ket-ball (a hat, etc.). The object of the game is to have one 
player from each team run for the ball, get it, and return to 
his team before being tagged. Upon signal from the leader, 
the first player of each team runs forward. The ball being 
nearer Team No. 1, the player from that team naturally 
reaches the ball first, but as he must turn to get back to his 
base, interesting situations develop. If the runner from Team 



45 



No. 1 gets back before being tagged, his side scores one 
point. When all players have run, the sides exchange places, 
Team No. 2 being nearer to the ball. The side having the 
greatest number of runners untagged wins the game. 

An interesting variation of the game is had by placing an 
old hat (or a cap) on the box. The player getting the hat 
must put it on his head before running for his base. The 
pursuer has the right to snatch the hat off the runner's head 
and to put it on his own head v\^hile racing for his base. 
Should he get there with the hat on his head, his side scores 
a point. (The original possessor of the hat, naturally, tries to 
regain it.) 

Dodgeball. , 

(In a Circle.) 

Dodgeball is one of the organized school games used for 
competition for which definite rules have been formulated. 
(For other forms, see the games of Grade 7.) 

1. The game shall consist of two halves, three minutes 
each. During the first half, Team A is placed around the out- 
side of the circle and tries to strike with a basket-ball the 
members of Team B, who are dodging about within the cir- 
cle. In the second half the positions and objects of the teams 
are reversed. 

2. For a match game, the circle shall be thirty-five feet 
in diameter for girls and forty-five feet for boys. 

3. Sixteen (or any other specified number of players) shall 
constitute a team. 

4. As soon as an inner player is touched by the ball on a 
fiy or a bounce, or any part of his body or clothing, the referee 
shall signal and announce to the scorer a point for the outer 
team. The player struck remains in the game, and the game 
continues without interruption. If in a throw the ball strikes 
more than one member of the inner team, only one point shall 
be scored. The team securing the greatest number of points 
during the game shall be the winner. 

5. Players in the outer team must throw from outside the 
circle. If when throwing the ball a player touches the line, 
or the space within the line, with any part of his body, this 
shall be a foul throw. Should an opposing inner player be 
touched by such throw no point shall be scored. 

6. Should the ball, when thrown, remain in or rebound 
into the circle, a player from the outer team shall run in to 
get it. In order to make a fair throw, he must, however, again 
resume his place outside the circle; but he may (from within 



46 



the circle) throw the ball to one of his team mates, who may 
make a fair throw from outside the circle. 

7. Fouls: (a) If a member of the outer team carries the 
ball Avithin the circle in order to pass it to another member of 
his team, it is a foul. The time lost in making him return 
to his position with the ball shall be considered sufficient 
penalty. 

(b) If an inner player blocks the progress of an outer player, 
handles the ball, or in any other way delays the game, the 
referee shall allow for the time wasted. He shall also allow 
for time lost through accident or other legitimate causes. 

8. The whistle is blown only for starting and stopping the 
halves and for fouls. 

Base Dodgeball. 

(Bull Pen.) 

The present form of dodgeball in a circle seems to have 
descended from the game of "Bull Pen." The game of base 
dodgeball is played as follows: Place as many small circles 
(about two feet in diameter) around the periphery of a large 
circle having a diameter of from forty-five to fifty feet. The 
players of one team, the drivers, occupy the bases, and a like 
number of players are the bulls, who roam about the inside 
of the pen (the large circle). An indoor baseball is used. 
This ball must always pass through the hands of three base- 
men (drivers) before it may be thrown at a bull. If the bull 
is hit he is out of the game. If, however, the bull catches the 
ball, he ma}^, from where he caught the ball, throw this at a 
driver, who may not leave his base. If the driver is hit, he is 
out of the game. Should he, however, catch the ball, he keeps 
his place and again starts the game by throwing the ball to 
one of his team mates. If one or more drivers are put out of 
the game, the other basemen may run and occupy the empty 
bases. 

After playing five minutes (or any other specified time), 
count the number of players left on each team, and then 
change places. At the end of the second half again count the 
players. The side having the greater number is the winner. 

Kickball. 

A game presenting a combination of several features of base- 
ball and football. Like in baseball, the object of this game is 
to circle around the four bases and thereby score a run for 
your team. 



47 



1. Teams are composed of nine players standing as indi- 
cated in the diagram. (In large classes more players may be 
placed as fielders.) 

2. No pitcher is needed. An oval football is used. The 
diamond is regulation size. 

3. The player opening the game takes the ball, and, stand- 
ing on the home plate, kicks it into the field either by means of 
a drop kick or a place kick. In doing this, he is not allowed 
to step beyond the home plate. If he wishes to take one or 
more steps before kicking the ball, he must begin behind the 
home plate. 

4. Except as follows, the regular baseball rules then apply : 



(a) If the ball is kicked outside the foul line on a fly, 
the player is out. 

(b) If the ball lands inside the foul lines and then 
rolls out, this is a fair play. 

(c) A man on base cannot leave this base to run for 
the next until the ball is kicked. 

(d) After a kick, a player on base may run until he 
is put out according to the rules govering base- 
ball or until the ball has been placed on the home 
plate by an opposing player. If a runner is ap- 
proaching second or third base after the ball has 
been placed on the home plate he may continue 
until he reaches this base. This rule, however, 
shall not apply to a runner approaching the home 
plate; in oraer to score a run he must reach the 
home plate without being tagged with the ball. 

(e) A fielder may throw or kick the ball to his team 
mates. 

(f) Five outs shall end an inning and seven innings 
shall constitute a game. 



Music for these dances has been reproduced on phono- 
graphic records. These will be found a great help in teaching 
the dances. 



List of Folk Dances. 



Norwegian Mountain March. 
Swedish Clap Dance. 



Hop Mother Annika. 
Highland Schottische. 
German Clap Dance. 
Bleking. 



Children's Polka. 



Oxen Dance. 
Chebogar (Hungarian). 
Irish Lilt. 

Kamarenskaja (Russian). 
Santiago (Spanish). 
Tarantella (Italian). 
Csardas (Hungarian). 



48 



MANUAL OF 
PHYSICAL TRAINING 
AND GAMES 



SEVENTH AND EIGHTH GRADES • 



BALTIMORE PUBLIC SCHOOLS. 
Adolph Picker, G. G. 

SUPERVISOR OF PHYSICAL TRAINING 



BALTIMORE 
MEYER & THALHEIMER 
CITY PRINTER 



1916 



Handbook of Lessons in Physical Training. 



INTRODUCTION. 

In preparing this handbook, special care has been taken to 
omit unnecessary technical terms and to make the commands 
as simple as possible consistent with clearness. We have made 
each command to indicate, first, the part of the body involved, 
then the direction, and finally the movement. For example: 
Trunk sideward— bend. 

The work of the first four grades consists mainly of free- 
hand exercises, but for the four upper grades we have in- 
cluded dumbbell and wand exercises. Rhythmic steps, song 
games, folk dances and games for the school room and yard 
are assigned to each lesson. A special list of appropriate 
song games, folk dances and playground games is appended 
to the outline for each grade. These are to be used at the 
discretion of the teacher. 

This handbook contains 18 lessons, each of which is in- 
tended to be for one-half of a month. Teachers may review 
previous lessons at their discretion, but should teach the as- 
signed lesson first. 

The conditions under which the work is conducted in the 
regular classroom and corridors are not altogether favorable. 
For this reason the success of the lesson will depend largely 
upon the attitude of the class teacher. The fidelity and faith- 
ful co-operation of the teachers and those in charge of the 
schools will determine the results attained. 

"Whenever possible, the lesson in physical training should 
be given out of doors. By preference, the places for gym- 
nastics, ar e : 

1. The Schoolyard. 2. Gymnasium. 3. Corridors, halls or 
basements. 4. The schoolroom. 

THE OBJECTS OP SCHOOL GYMNASTICS. 

Gymnastics or physical training is regulated and supervised 
muscular exercise, under conditions that tend to promote the 



3 



health, insure the normal growth, and to develop and disci- 
pline the motor powers of the pupils. 

The aims of this training are two-fold, namely: hygienic 
and educational, health producing and habit forming. 

Viewed as to its physical effects, gymnastics produce health 
and hardiness. By combating and alleviating such unhygienic 
school conditions as impure air, bad light, improper sitting 
and standing, long periods of physical inactivity, it increases 
health. It develops strength and organic vigor. By increas- 
ing power of co-ordination, it promotes quickness and skill. 
It cultivates endurance, and strives for beauty of form. By its 
combination of strength and co-ordination, it produces graceful 
motion. 

Viewed from its educational, habit forming effects, school 
gymnastics promotes obedience, exactness and order. It 
trains for alertness, quick perception and quick reaction. It 
strengthens the willpower. It awakens an appreciation of 
the beautiful in form and motion. In its competitive forms, 
it leads to self-control, self-denial, loyalty to leaders, and 
awakens and promotes morality. 

LESSON MATERIAL. 

Lesson material used in this handbook consists of tAVO group-s 
of exercises : 

1. Classroom. 

2. Schoolyard. 

I. The formal lessons contain : 

(a) Introductory exercises. 

(b) Free exercises. 

(1) Freehand exercises. 

(2) Dumbbell exercises. 

(3) Wand exercises. 

(c) Rhythmic steps. 

(d) Breathing exercises. 

II. Supplementary lessons contain : 

(a) Running. 

(b) Contest exercises. 

(c) Games. 

A series of 18 lessons, progressive throughout, for each 
two grades, has been prepared, each lesson consisting of seven 
exercises or groups of exercises. The same type of exercises 



4 



will be found under the same number in all the lessons and 
grades in the following order: 

1. Preliminary movements. 

2. Head, head and arm exercises. 

3. Arm, arm and trunk, arm and leg exercises. 

4. Trunk, trunk and arm, trunk and leg exercises. 

5. Leg, leg and arm, leg and trunk exercises. 

6. Rhythmic steps. 

7. Breathing exercises. 

The object of this arrangement is to relieve quickly all 
congested parts of the body, assist the organic processes of 
circulation, digestion and respiration, through vigorous move- 
ments of the different parts involved; to develop muscular 
strength, co-ordination, grace and a correct posture of the 
body, and to counteract, to a great extent, the harmful effects 
of prolonged sitting and stooping. 

INSTRUCTIONS AND SUGGESTIONS TO TEACHERS. 

I. All exercises can be given in the classroom, but the use 
of the yard, corridor, hall or basement is preferable. 

II. Before beginning, purify the air of the classroom by 
opening windows at the top. In mild weather, raise and lower 
windows, but avoid all drafts. Close windows immediately 
after exercises. Appoint monitors for the windows. In school 
buildings having fan ventilating systems, be governed by 
rules. 

III. Explain to your pupils the discomfort and evil effects 
of wearing tight garments at any time and especially for this 
work. It is advisable that boys remove their coats during the 
exercises. Overshoes, rubbers and wraps should not be worn 
in a well-heated room, and not at all during lessons in physi- 
cal training. 

. IV. The pupils should be arranged according to size and 
sex, the shortest in front. This can be accomplished by chang- 
ing seats or walking to assigned places. Take shortest way 
in the least time or else have a march around the room with 
returning to assigned places. In separating the sexes, it is 
most practical to arrange them in alternate rows, called 
files. 

Y. Teachers are requested to practice rising and closing 
exercises. During all lessons, the teacher must never lose 
sight of the fact, that if the ten minutes devoted to gymnastics 
are to be of value to the pupils, they must be filled by well 
directed, vigorous work. Commands must be given clearly 



5 



and promptly and pupils kept busy. Teachers will get better 
results if the lessons are taught without the use of the text- 
book. This is not so difficult as it might appear, for in all 
lessons the exercises are arranged in the same general order, 
for instance, as follows: 

1. Introductory movements. 

2. Head exercises. 

3. Arm exercises. 

4. Trunk exercises. 

5. Leg exercises. 

6. Ehythmic steps. 

7. Breathing exercises. 

8. Games. 

Furthermore, each lesson is developed according to a defi- 
nite plan and all movements are executed in a certain direc- 
tion, i. e. lesson one forward, lesson two sideward, lesson three 
backward. 

VI. Every exercise should be taken, first, for good posi- 
tion; second, for re-action; third, for rhythm; after which the 
complete movement should be repeated for 16 counts. The 
number placed after exercises indicate the minimum number 
of repetitions. 

YII. Principals are requested to designate the time for each 
class to take its gymnastic lesson in the yard. If the yard is 
divided, two or more classes may exercise at the same time 
under the direction of their respective class teachers. 

VIII. Teachers should insist on good standing and sitting 
position and exact execution of all movements. 

IX. When exercising in rhythm, teachers must learn to 
discriminate between long and short movements. Take all 
trunk and head movements slowly. 

X. In addition to the regular lesson, teachers may review 
exercises of previous lessons. This gives teachers a chance for 
individuality. 

XI. The supervisor's assistant will visit each school in his 
district at regular intervals, conduct the new lesson, and assist 
the class teacher if necessary. 

XII. The supervisor's assistants must report all irregu- 
larities, which they are unable to adjust, to the head of this 
department. 

XIII. The Director of Physical Education will visit each 
room at least twice a year to see how the class teachers con- 



6 



duct the Avork. At these visits he will take note of the follow- 
ing points : 

The manner of giving the lesson; clearness and accuracy in 
giving commands ; promptness, correctness and vigor of ex- 

ution, and the attention paid to the development of good 
posture. 

XIV. In the fifth to the eighth grades, hand apparatus such 
as dumbbells and wands are used when assigned in the lesson. 
Classes in schools where there are no dumbbells take the same 
exercises as free exercises, pupils clenching hands to fists. 
Wands are to be of wood 36 inches long and li/g to 1% inches 
thick. Exercises with hand apparatus are best performed out 
of doors or in the gymnasium. 

Oarrjdng the Wand — Carry the wand at the right shoulder, 
the lower end resting, the thumb, ring and little finger closing 
around the wand. The hand is pressed against the wand in 
such a manner that the back of the hand is turned forward, 
the arm is extended. The upper part of the wand rests in the 
depression in front of the shoulder. The w^and should be 
vertical. 

To bring the wand to the starting position, command : V/and 
low in front — Place ! This may be done in different ways : 

(a) Swing left arm side-upward, bend it over head and 
grasp wand at upper end and with the hand behind the wand, 
i. e. palm forward and little finger on top — One! Fig. No. 3. 

Bring wand in front of thighs (changing right hand at the 
same time) — Two! Fig. No. 4. 

(b) Raise left hand side-upward and place the back of the 
hand against the forehead (Salute) — One! Fig. No. 1. Left 
arm sideward — Two! Fig. No. 2. Grasp wand at upper end 
(See Fig. No. 3)— Three! Lower wand (See Fig. No. 4.)— 
Four ! 




Fig. 1. Fig. 2. Fig. 3. Fig. 4. 



COMMANDS. 



The proper giving of the commands is of the utmost im- 
portance. Upon the ability to give commands depends largely 
the success or failure of the teacher. The motor activities as 
well as the inhibitory powers are developed by the prompt 
response to well-given commands, while the tone of voice and 
the emphasis determine largely the amount of vigor and energy 
the pupils put into their work. Therefore, every teacher 
should make it a duty to study carefully the commands and to 
acquire the habit of giving them correctly. 

Every command should have two parts: ''Explanatory" and 
*' Executive." The first part, in which the class is informed of 
what it is to do, should be as terse and precise as is consistent 
with clearness, and should be in the form of a complete sen- 
tence, conveying clearly the idea of the motion or motions to 
be executed, as "Raise arms forward" is the first part of a 
command. However, to complete the command, the second 
or executive part is necessary in order that the pupils may 
know when to raise the arms. For this part of the command 
the verb which indicates the movement is generally used, 
although in exercises having a succession of movements a 
number may be used instead. 

When using the verb as the command of execution, it is 
well, in order to avoid repetition of the word, to use the in- 
verted form, placing the verb last, thus: Arms forward and 
heels — Raise! or. Raise left leg and arms forward — Stretch! 

The explanatory part of a command should always be given 
in a clear and distinct manner ; then there should be a pause of 
greater or lesser duration, which is followed by the command 
for execution, and this should always be given in an accented 
and forceful manner. The call for "Attention!" should be 
used sparingly, as it is presumed that all pupils, when exer- 
cising, are attentive. When it is used, it should be in the 
manner of an executive command. When an exercise is to be 
discontinued use the command "Stop!" or "Halt!" This 
should also be as decisive as a command for execution. 

In specifying direction, movement, or part of the body, the 
teacher should always use the exact term ; as, forward, upward, 
raise, thrust, stretch, left leg, right knee, etc., so that the 
pupil will not be in doubt as to the meaning of the command. 

In this manual, technical terms are avoided as much as 
possible. The term "Bendkneestep," which is used, is a con- 
traction of the sentence: "Bend (right) knee and touchstep 
forward with the (left) foot." This contraction gives us 



8 



"Bendkneestep forward left." All other technical expres- 
sions are so plain that they are self-explanatory. The use 
of the suffix "ward" in connection with the w^ord side, giving 
''sideward,"* is used for the sake of uniformity with upw^ard 
and forward. 

ROUTINE FOR BEGINNING AND CLOSING THE LESSON. 

(a) Ventilate. 

(b) Command: Prepare for exercises! 

Explanation — Pupils arrange their desks, remove buper- 
fluous clothing and sit erect, hands on desk. 

(c) Command: Rise in three counts. 

Explanation — At one, pupils place the hands on the seat; 
at two, pupils rise and lift the seats ; at three, pupils step 
sideward into the aisles. 

(d) Command: For marching — About — Face! 
Explanation — Pupils in alternate aisles face to the rear. 

(e) Command : To your places — March! 

Explanation — The pupils will march around the various 
sections of the seats to places previously assigned to them. 
They should be so arranged that boys stand in one aisle and 
girls in another, or if preferable, boys stand on one side of 
the room and girls on the other; the smaller pupils should be 
in front, the taller behind. As the pupils get to their as- 
signed places, they step between the desks until every pupil 
reaches his place. At the command they step in the aisles 
in tw^o counts. 

The pupils are facing the teacher now, ready for exercises. 
After the lesson — Command: For marching — About — Face! 
Same as (d) above. 

Command: To your seats — March! Same as (e) above, 
except that the pupils go to their regular seats. 

Command: Take your seats! 

Explanation — Pupils grasp the seat, lower it while they 
take sitting positions. 

FUNDAMENTAL POSITION. 

Command: In position — Stand! 

Explanation— Heels together ; feet slightly turned out, knees 
extended and together; chest arched forw^ard, shoulders and 
hips draw^n back; arms extended downw^ard; palms turned 
against the thighs, lightly touching them; fingers and thumbs 



*See Standard Dictionary. 



9 



extended, and together; head erect; chin drawn in; eyes to the 
front; the body from feet upward slightly leaning forward, 
so that the weight of the body rests principally on the balls of 
the feet. 

RESTING POSITION. 

Command: In Resting Position — Stand! 

Explanation — An easy position to be taken, free from strain ; 
either foot remains in place as in fundamental position; the 
other foot is placed its length forward, hands are grasped in 
rear, the weight of the body resting principally on the sta- 
tionary foot. Do not use it unnecessarily; use it only during 
explanations. 

Explanations for all technical terms of the principal head, 
arm, trunk, leg and foot movements; marking time, marching 
and breathing exercises used in this manual are: 

A— The Head. 

1. Lower head backward. Face turned upward, chin drawn 
in. 

2. Low^er head sideward. As far as possible. 

3. Turn head. Turning head one-quarter of a circle in 
given direction. 

Kemarks — All head movements must be taken slowly. 

B— The Arms. 

1. Arms Forward — Raise! — The straight arms are raised 
parallel and level with the shoulders; palms inward. 

2. Arms Forward Upward — Raise! — The arms are raised 
upward by passing through the forward position to the upward 
position; palms inward. 

3. Arms Sideward — Raise! — The straight arms are raised 
sideward level with shoulders; palms downward, chest raised, 
shoulders back. 

4. Arms Sideward Upward — Raise! — After passing height 
of shoulders, the hands turn, palms inward, arms vertical — and 
next to head. 

5. Hands in Rear — Grasp ! — The left hand is grasped by the 
right in rear of body; arms down. 

6. (a) Hands on Hips^ — Place !^ — Fig. 5. — The hands are 
placed on hips with thumbs well to the rear; fingers forward, 
elbows and shoulders drawn backward. In various balance 
steps, the hands are placed on hips with palms out, elbows 
sideward. This is called: (b) Back of Hands on Hips— Place! 



10 



7. Arms Inward — Bend! — Fig. 6 — The arms are raised 
shoulder height and bent inward so that hands are in front of 
shoulders. 

8. Arms in Rear — Fold! — The right hand grasping the left 
forearm behind back, or vice versa. 

9. Arms for Thrust — Bend! — Fig. 7 — The arms are flexed; 
elbows well back, forearms horizontal, hands clenched, 
knuckles turned downward. Thrusting means stretching and 
twisting arms. 

10. Hands on Shoulders — Place! — Fig. 8 — The elbows side- 
ward, well back and level with shoulders; fingers touching 
shoulders. 




Fig. 5. Fig. 6. Fig. 7. Fig. 8. 



11. Hands in Rear of Neck — Place!— Fig. 9 — Arms flexed, 
hands open, fingers pressing against back of neck, elbows side- 
ward. 

12. Arms to a Circle Over Head — Raise ! — The arms can be 
raised forward or sideward upward, indicated in the respective 
lesson, arms rounded to a circle, middle fingers touching. 

13. Arms Upward — Bend! — Fig. 10 — Bend forearms upward 
so that the hands are on the outside of shoulders, the latter 
well back and elbows down close to trunk. The muscles of the 
arms must be tense. 

14. Arms to Strike — Bend! — Fig. 11 — Raise arms sideward 
and bend over shoulder with clenched fists, the knuckles back- 
ward, elbows in line with shoulders. 

15. Arms Sideward to Left (or Right) — Raise! — Fig. 12 — 
The straightened left arm is raised sideward; the right arm is 
bent to a right angle and raised on a level with shoulders, 
palms down. 



11 



rig. 9. 



rig. 10. 



Fig. 11. 



Fig. 12. 



16. Arms Oblique — Fig. 13 — The arms are raised or 
straightened ; left up, right down, or vice versa, either forward, 
sideward, backward, or in oblique direction up and down, or 
both in same direction. 

C— The Trunk. 

1. Trunk Forward — Bend! — Fig. 14 — The body is bent for- 
ward down as far as possible, with the spine curved upward, 
face downward. 

2. Trunk Forward to Right Angle — Lower! — ^Fig. 15 — The 
body is bent at hips to above angle, back straight and hollow, 
head in line with back, chest forward, shoulders backward, 
legs straight. 

3. Trunk Backward — Bend! — Fig. 16 — Raise the chest, 
force the shoulders backward, draw the head backward, face 
upward, legs straight. 




Fig. 13. Fig. 14. Fig. 15. Fig. 16. 



4. Trunk to Left (Right)— Bend!— Fig. 17— Bend body 
sideward, chest raised, shoulders backward, stooping neither 
forward nor backward. 

5. Trunk to Left (Right)— Turn!— Fig. 18— The body is 
turned in its erect position from front to side, one quarter turn, 
if possible, with legs straight and feet firm on floor. 



12 



D— The Legs. 

1. Half Kneebend — Bend!— The knees are bent to obtuse 
angle, and turned outward. Body erect, chest high, heels 
slightly raised. 

2. Full Kneebend— Bend!— Fig. 19 — The knees are bent 
and turned outward; the heels raised and the erect body low- 
ered to a sitting position on the closed heels ; chest high, head 
up. 

3. Heels — Raise ! — Standing on toes with heels together and 
legs straight. 

4. Left (or Right) Knee Forward — Raise! — Fig. 20 — Kaise 
bent leg forward to level of waist; lower leg verticle; toes 
turned down and outward. 




Fig. 17. Fig. 18. Fig. 19. Fig. 20. 



5. Left (or Right) Knee Sideward — Raise! — Raise and 
move bent leg sideward ; ankle on knee of other leg. 

6. Left (or Right) Lower Leg Backward — Raise! — Fig. 21 
— Raise lower leg backward. 

7. Left (or Right) Leg Forward, Sideward or Backward — 
Raise! — Raise the straight leg in given direction, foot about 
twelve inches high, toes turned down and outward. 

8. Touchstep Forward, Sideward or Backward — Stand! — 
Place the straight leg in given direction with foot turned out- 
ward, toes touching floor, weight of body resting on stationary 
leg. 

9. Stride, Forward, Sideward or Backward — Stand! — Fig. 

22 — Place the straight leg in given direction with foot flat on 
the floor, weight of body resting equally on both feet. The 
feet are an ordinary step apart (two foot lengths). 

10. Step Forward, Sideward or Backward — Stand! — With 
stepping in given direction, transfer weight of body on step- 
ping leg with foot flat on floor ; the heel of other foot is raised. 



13 



11. Bend — Kneestep, Forward, Sideward or Backward — 
Stand! — Fig. 23 — The straight leg is placed in given direction, 
toes touching floor, bending the stationary leg without shift- 
ing the weight. 

12. Lunge Forward, Sideward or Backward — Stand! — Fig. 
24 — Take long step in given direction; bend same leg and 
transfer weight of body on stepping leg. Body erect, chest 
high, both feet flat on floor and stationary leg straight. 

Explanation — ^In all stepping, leg raising and marching, the 
feet are extended down and outward. 




Fig. 21. Fig. 22, Fig. 23. Fig. 34. 



FACING. 

Every facing is a turning around the long axis of the body. 

Facings are valuable in training for direction; also for 
quickness and promptness of response. 

From the first days of school, the pupils should receive drill 
in right, left, forward, backward, as terms relating to their 
own bodies, and not as relating to the walls of the room. 

Facings may be done by simply raising the whole of one 
foot and the toes of the other, and turning on the heel of the 
latter. Thus, if we wish to turn to the left, we do so, on the 
left heel; right, on the right heel. This method is preferable 
for small children. 

For older pupils, from the third grade up, the following 
method is recommended: 

To turn to the left, raise the sole of the left foot, the heel 
of the right, and with a slight pressure on the toes of the 
latter foot turn the body toward the left; then replace the 
right foot beside the left. To the right side, the movements 
are reversed. This requires two distinct movements, and the 
teacher will do well to count '^1, 2!" for each facing. If 
the command be ''Left face," the turn is one fourth of a cir- 



14 



cle to the left, turning on the left heel and toes of right foot; 
"About face," one-half of a circle, or a turn that will bring 
the front of the pupil where the back was before the move- 
ment. 

The commands are: 

Left — Face! — One-fourth turn to the left. 
Right — Face ! — One-fourth turn to the right. 
Left about — Face! — One-half turn to the left. 
Right about — Face ! — One-half turn to the right. 
Half left— Face !— One-eighth turn to the left. 
Half right — Face! — One-eighth turn to the right. 
Drill on direction should be a part of each lesson. 

MARCHING. 

Marching in the schoolroom is necessarily limited; but some 
attention should be paid to it, not only during the gymnastic 
lesson, but also in dismissing the classes from the rooms. It 
is an unfortunate fact that teachers often require pupils to 
leave the room with a slow and stealthy step. This tends to 
produce the shuffling and shambling gait, with drooping shoul- 
ders and head, so common with school children. 

Children should be taught to walk with a brisk, light and 
elastic step, which of itself is conducive to good carriage and 
proper poise. This can be done without noise or undue haste. 

Marching in some form should be a part of every gymnastic 
lesson. During the first few weeks the pupils of the first grade 
need not keep in step, i. e., it is not essential that all the left 
feet move at the same time, but rhythmic succession of move- 
ment must be learned. Having mastered that, they should be 
taught to begin with the left foot, and to keep in step as well 
as in time. 

In the second and higher grades, keeping step should be as 
natural as keeping time in music. 

The gait should not be faster than one hundred and twenty 
steps a minute. The tendency to accelerate should be over- 
come by the teacher's keeping time by clapping hands or 
tapping with the foot or pencil. The rate of speed should be 
maintained whether the pupils march in place (mark time) or 
march forward. In the upper grades the marching to places 
will furnish the opportunity for this drill, although some of the 
other forms described below may be introduced into the 
lessons. 

In the first and second grades, an occasional march around 
the room is advised. 



15 



Marching in Place, or Marking Time. 

Command: Mark time — March! Class — Halt! — One — Two! 

Marking time is marching without gaining ground. The 
feet are raised alternately forward and immediately replaced; 
the knees are slightly bent and the ankles extended as the 
foot moves forward, but there should be no undue swinging 
of the legs or swaying of the body. Raising the knees will 
facilitate the learning of this exercise. 

Variations. 

(a) Mark time and clap hands on every step. 

(b) Mark time and clap hands on every other step. 

(c) Mark time and clap hands on the first of four, six or 
eight steps. 

(d) Mark time and clap hands on third, fifth or seventh 
steps. 

(e) Mark time and clap hands on four steps, then four 
steps without clapping hands. 

(f) Mark time and clap hands on the first, third, fifth, 
sixth and seventh of eight steps (drum beat). 

(g) Mark time and turn to the left or right on a given 
count (first, fourth, etc.). Turning in the same direction 
four times will cause the pupils to execute a complete turn. 

(h) After some practice in direction, mark time and turn 
left or right about on a given count. 

Note — Some of these variations, especially (c), (d) and (e), 
can be used in connection with teaching numbers by counting 
consecutively to sixteen, twenty, twenty-four, etc. Also 
teaching the groups of two, three, four, five, etc. 

Marching From Place. 

Command: Forward — March! — Halt! 
Command : Backward — March ! — Halt ! 
Command: Sideward — March! — Halt! 

(a) Forward — Marching forward a certain number of steps. 
March one step forward; three steps forward; seven steps 
forward. 

Note — Remember that it always takes one count more than 
the required number of steps to complete the movement. The 
left foot takes the first step, therefore the right should take 
the closing step. 

For example: Three steps forward — March! Left — right — 
left, and close with right. 



16 



(b) Backward — After considerable practice the marching 
backward raay be added as the reverse movement for the 
forward marching, and later alternate one with the other. 

(c) Sideward — Sideward marching requires two counts for 
each step. If the direction is to the left, step sideward with 
the left foot ; bring the right up to it and continue to the given 
number, or until the command, "Halt!" is given. 

(d) Alternate marking time with any of the above; also 
with clapping hands and with turning to the left or right — 
two counts ; about face — four counts, etc. 

(e) Marching around the room — Have every other line turn 
to the rear. On the command, "Forward — March!" the first 
line marches across the front of the room, the second line 
marches into the first aisle, the third into the second, and so 
on, all following the first line, and all moving at once. If the 
class is small the pupils march around all the desks, forming 
one continuous line ; but if too large for this, the leader, after 
crossing the room, passes backward in the outside aisle along 
the wall, forward in the next aisle, backward in next, and so 
on, till the first place is reached. As all pupils follow the 
leader, all should arrive at their seats at the same time. They 
should continue to march by marking time at their seats untU 
the command, "Halt!" is given, when they should stop by 
taking the last step with the right foot. 

The command to halt may also be given while the class is 
in motion. This is a good drill, teaching the children to stop 
instantly. On the command, "March!" every pupil in the 
class should move at once. 

(f) Running — Any of the foregoing marching exercises 
may be taken in double-quick time, or running. The time 
should be about twice as fast as in marching. All running 
must be on toes. Pupils must keep their distance from one 
another. 

RHYTHMIC STEPS. 

This type of gymnastic work is intended primarily to 
develop grace and harmony of motion. Like most of the gym- 
nastic work in the schoolroom, it cannot be employed to the 
fullest extent because of the limited space. Experiments in 
the past have demonstrated that these steps can be done with 
profit, and that the children enjoy them. Musical accompani- 
ment enhances their value and also the interest of the pupils. 

Formation for Steps — Some of these steps may be taken in 
the regular class formation for calisthenics, the class moving 
forward and backward; or forward a given distance, then 



17 



about face and return; or by facing left or right the class can 
move sideward left and right. Those steps that are continuous 
forward may be taken instead of marching back to seats; or 
around a row of desks — every other line turns to the rear and 
two contiguous lines pass around the row of seats between 
them. The class may also ''form a circle" around the room, 
the pupils passing quickly to the space next to the walls that 
are nearest to them, thus forming a continuous row around the 
room; then can move forward (in line of direction, pupils 
behind each other), or sideward, left or right. After finishing 
the exercise, the pupils return to their seats by the shortest 
way. 

Rhythmic steps can be executed in any desired direction — 
forward, sideward, backward, obliquely forward and back- 
ward. The forward movement only is here described. 

These steps are in 2-4 time (polka or march), 3-4 (waltz 
or mazurka), and 4-4 time (schottische). 

The terms are similar to those used in the regular gymnas- 
tics. 

1. Placing the foot is without transferring the body weight 
(Touchstep). 

2. Stepping is a step with transferring the weight upon the 
stepping leg. 

(a) Skipping or Hippy-Ty-Hop — This may be taken instead 
of marching around the room. It is like running, except that 
a slight hop follows the step forward. This form of movement 
is also well adapted to a flying motion when playing ''Birds." 

(b) Double or Gallop Hop — Step forward left, bring right 
foot up to the left with a slight hop, and continue in this man- 
ner a given number of times — four or eight times ; then change 
to the right foot in front. 

(c) Pointing — Raise the foot ankle high, then quickly ex- 
tend the knee and ankle, with the pointed toes placed on floor. 
(Similar to touchstep.) 

(d) Closing Step — Step forward left — 1; close Avith right 
foot— 2. 

(e) Follow Step — S.tep forward left — 1; close with right 
foot so that the instep is behind the heel of left — 2. 

(f) Closing Step or Follow Step — AYith rising on toes on 
2, and lowering the heels on 3. Same as (d) or (e), but rise 
on toes as the right foot approaches the left. 

(g) Closing Step or Follow Step — With bending knees on 
2, and straightening knees on 3. Same as (d) or (e), but bend 
knees slightly as the right foot approaches the left. 



18 



(h) Gliding^ — Glide forward with left foot, both knees 
slightly bent, weight on both legs — 1; follow with leg in rear 
and rise on toes — 2 ; repeat any desired number of counts. 

(i) Three Step — Step forward left — 1; close with right — 
2; take another step in place with left — 3. (Mazurka time, 
the first count being accented.) 

(j) Mazurka Balance — Step forward left — 1; point right in 
front of left foot, with rising on toes — 2; lower heels — 3. 

(k) Change Step — Follow step forward left, as in (e), then 
step forward left again and repeat the step beginning right. 
Count 1 and 2, 3 and 4. (As the name indicates the chang- 
ing step it is the same as that applied in marching, in order 
to regain the proper step according to the accent in music.) 

(1) Polka Step — Is the same as the change step, but pre- 
ceded by a hop while the stepping foot is raised. 

(m) Heel and Toe Polka — Place left heel forward and hop 
on the right foot — 1; place left foot backward, with toes on 
floor, and hop on right foot — 2; polka step forward left — 3, 4; 
repeat right — 5 to 8. 

(n) Glide Polka — Two glides forward left, with slight knee 
bending during glide and rising on toes when closing — 1, 2; 
polka step forward left — 3, 4; repeat right — 5 to 8. 

(o) Schottische Step or Schottische Run — Three small run- 
ning steps forward (left, right, left), hop on left foot and raise 
right knee on 4 — 1, 2, 3, 4; repeat, beginning right — 5, 6, 7, 8. 
When executed sideways, the second step is a cross-step in rear 
of the first step (or other foot). 

(p) Waltz Balance Step— Step obliquely forward left — 1; 
follow with right as in follow step (e) and rise on toes — 2; 
lower heels — 3 ; same, beginning right — 4, 5, 6. 

(q) Glide Hop or Glide Balance Hop — Glide forward with 
the left foot, bend the knee slightly and transfer the weight 
of the body — 1 ; hop on left leg and raise right leg backward, 
knee slightly bent and turned outward — 2; repeat right — 3, 4. 
(The number of hops that follow the glide may be increased 
according to the rhythm.) 

(r) Step-Hop or Step Swing-Hop — Step forward left — 1; 
raise the right leg forward, foot turned outward, and hop on 
left leg — 2 ; repeat right — 3, 4. 

(s) Mazurka Hop — Glide forward left — 1 ; displace left foot 
w^ith a hop on the right, the left leg being raised forward — 2 ; 
hop on right foot and bend the left knee so that the left foot 



19 



is in front of right knee — 3. Repeat, or combine with some 
other step. 

(t) Leap Hop — Raise left leg quickly forward and jump 
onto left foot (about two foot lengths forward) the right foot 
being raised behind left knee — 1 ; hop on left foot — 2 ; repeat 
right— 3, 4. 

(u) Cross-Step-Turn — Step forward left — 1; cross right in 
front with knees slightly bent, rise on toes with a half (or 
whole) turn left — 2; lower the heels — 3. 

BREATHING EXERCISES. 

Breathing exercises should be taken only when the air to be 
inhaled is reasonably pure. 

Breathing exercises have a threefold effect. They increase 
the lung capacity, strengthen the organs of respiration, and 
moderate the rapid heart action consequent to vigorous exer- 
cise. 

The breathing exercise should consist of a long, deep in- 
halation, thoroughly expanding the chest and filling all parts 
of the lungs. It is especially desirable that the apexes be 
inflated by forcing the air to the upper part of the lungs. The 
exhalation should be somewhat forced, so as to expel as much 
of the residual air as possible. 

Both the time of inhaling and exhaling should be lengthened 
with the increasing age of the pupils; also the number of 
repetitions. Care must be taken not to overdo either. Do not 
hold the breath too long. 

Arm movements which act on the muscles of respiration may 
be added to the breathing, as they greatly enhance the effect. 

In connection with the reading lessons, breathing exercises 
with vocalization will be found useful. 



20 



Teachers are requested to read, the "Instructions and Sug- 
gestions to Teachers" in the front part of this book. This 
will give them a clear conception of the work. 



SEPTEMBER. 
Lesson One. 

When exercising out of doors, wand lessons 1, 2, 3, 4 and 5 
should be taken instead of regular lessons of the same numbers. 

1. March forward three steps, close at four, raise and 

lower heels twice — 5-8 ; return — 9-16. 

2. (a) Raise arms forward and turn head left — 1; return 

— 2-8 ; same right — 1-8. 
(b) Same as (a) but raise arms fore-upward to circle 
over head. 

3. (a) Touchstep left forward and raise arms forward — 1; 

return — 2-8. 

(b) Touchstep right forward and raise arms fore-up- 
ward — 1 ; return — 2-8. 

4. (a) Hands on hips — Place! (Starting position.) 

Stride left forward — 1 ; lower trunk forward — 2 ; 
return — 3-4; right — 8. 
(b) Stride right forward — 1; bend trunk backward — 2; 
return — 3-4; right — 8. 

5. (a) Raise left leg and arms forward — 1; return — 2-8. 
(b) Raise right leg forward and arms fore-upward — 1; 

. return — 2-8. 

6. Closing steps left and right alternately. 

Remarks — Step left forward — 1 ; close with right — 2. 
Same beginning right — 3-4. 

7. Inhale and exhale, slowly raising arms fore-upward. 
Remarks — In week for review, both movements (a) and (b) 

of exercises 2, 3, 4 and 5 may be alternated in four counts each. 
Game — Hopping Contest. 



OCTOBER. 

Lesson Two. 

Left — Face ! 

1. Step left sideward — 1 ; cross-step right in rear — 2 ; step 
left sideward — 3 ; close heels — 4 ; raise heels — 5-6 ; 
lower — 7-8. Repeat to the" right. 
Front — Face ! 



21 



2. Lower head left and raise arms sideward — 1 ; return — 2 ; 

repeat till 8. Repeat right — 9-16. 

3. ^(a) Raise arms and left leg sideward — 1; return — 2-8. 

(b) Raise arms side-upward and right leg sideward — 1; 

return — 2-8. 
Arms upward — Bend! 

4. Bend trunk left and touchstep left sideward — 1 ; return 

— 2-8. Repeat same to right — 9-16. 
Hands on hips — Place! 

5. (a) Touchstep left sideward and raise arms sideward 

— 1; return — 2-8. 
(b) Touchstep right sideward and arms side-upward 

— 1; return — 2-8. 
Left — Face! Neighbors' hands — Grasp! 

6. Closing step left with rising on toes ; same right side- 

ward. 

Note — Step left — 1; close right and rise on toes — 2; 
lower heels — 3. 

7. Inhale and exhale, slowly raising arms sideward and 

lowering. 

Game — North and South. See list of games. 

Lesson Three. 

1. March backward three steps and close heels on four, 

raise heels — 5-6; lower — 7-8. Same forward — 9-16. 

2. (a) Lower head backward and bend arms upward — 1; 

return — 2-8. 

(b) Lower head backward and raise arms fore-upward 
— 1 ; return — 2-8. 

3. (a) Raise arms and left leg backward — 1 ; return — 2-8. 
(b) Raise arms fore-upward and right leg backward 

— 1; return — 2-8. 
Hands on hips — Place ! 

4. (a) Touchstep left backward — 1 ; bend trunk backward 

—2; return— 3-4-8. 

(b) Lower trunk right forward and touch right for- 
ward — 1; return — 2-8. 
Touchstep right forward — 1 ; lower trunk forward 
2; return— 3-4-8. 

Hands — ^Down! 

5. (a) Touchstep left backward and raise arms backward 

1; return — 2-8. 

(b) Touchstep right backward and raise arms fore-up- 
ward — 1 ; return — 2-8. 

Hands on hips — Place ! 



22 



6. Closing- step with rising on toes backward, also forward. 

Repeat in mazurka rhythm. 
Hands — Down! 

7. Inhale and exhale. 

Game — Wand wrestling contest. 



NOVEMBER. 
Lesson Four. 

Hands on hips — Place! 

1. Alternately and quickly raise the left and right knee — 

1- 2, 1-2, etc. 
Hands — Down ! 

2. (a) Lower head backward and place hands behind neck 

— 1; return — 2-8. 
(b) Lower head backward and fold arms in rear — 1 ; 

return — 2-8. 
Hands on hips — Place! 

3. (a) Stretch arms forward and bend knees — 1 ; return 

—2-8. 

(b) Stretch arms upward and raise heels — 1 ; return 
—2-8. 

4. (a) Lower trunk forward and stride left forward — 1; 

return — 2-8. Slowly, 
(b) Bend trunk backward and stride right forward — 1; 
return — 2-8. Slowly. 

5. (a) Raise left knee forward and stretch arms forward 

1; return — 2-8. 
(b) Raise right knee forward and stretch arms upward 
1; return — 2-8. 

6. Change step forward one, and, two; touchstep right in 

front with raising and lowering heels three, and, four. 
Repeat right. 

7. Inhale and exhale. 
Game — Dodge Ball. 

Lesson Five. 

1. Clap hands in front of chest and stretch arms sideward 

—1 ; place hands on shoulders — 2 ; return — 3-4. Repeat 
once or twice. 

2. Lower head left and place hands on hips — 1 ; return — 

2- 8; the same right. 
Hands on hips — Place! 



23 



3. (a) Stretch arms sideward and bend knees — 1; return 

—3-4-16. 

(b) Stretch arms upward and rise on toes — 1; return 
—2-16. 

4. Stride left sideward — 1; bend trunk left — 2; return — 

3- 4-8 ; the same to the right — 1-8. 

5. Raise left knee sideward and stretch arms sideward — 1; 

return — 2-8 ; the same right — 1-8. 

6. Change step left-sideward and touchstep with right in 

front with raising and lowering heels. 

7. Inhale and exhale, slowly straightening arms sideward, 

palms upward and returning. 
Game — Hop Butting (for boys). Hop Pulling (for girls). 
See explanation of games. 

DECEMBER. 
Lesson Six. 

1. Left about face in four steps — ^1-4 ; raise heels — 5 ; lower 

heels — 6; repeat — (5-6) 7-8. Repeat all. 
Hands on hips — Place! 

2. Turn head left — 1 ; lower head backward — 2 ; return — 3- 

4- 16; same right — 1-16. 

3. (a) Stretch arms backward and bend knees — 1; return 

—2-8. 

(b) Stretch arms upward and rise on toes — 1; return 
—2-8. 

4. Stride left backward — 1 ; turn trunk right — 2 ; return 

— 3-4-8; same right — 1-8. 
Hands on shoulders — Place! 

5. Raise left lower leg backward and stretch arms upward 

— 1 ; return — 2-8. Same right — 1-8. 
Hands on hips — Place ! 

6. Change step left backward and touchstep right in front. 

Repeat right. Polka rhythm. 

7. Inhale and exhale. 
Game — The Beetle is Out. 

Lesson Seven. 

Remarks — Pupils of alternate aisles face to rear of. room. 

1. March forward four steps, four steps in place — 1-8, 
while passing through aisles back to starting places. 
All follow the leader. Always insist upon good pos- 
ture and an elastic step. 
Hands on hips — Place! 



24 



2. Turn head left — 1 ; lower head backward — 2 ; return — 

3- 4-16. 
Hands — Down ! 

3. (a) Raise arms forward and step left forward — 1; raise 

arms upward — 2; return — 3-4-16. 
(b) Raise arms fore-upward and step right forward — 1; 
lower arms forward — 2 ; return — 3-4-16. 

4. Lower trunk forward and bend arms upward — 1 ; bend 

trunk backward and stretch arms upward — 2; return 
—3-4-16. 

5. Raise left leg forward and arms backward — 1 ; swing leg 

backward and arms fore-upward — 2; return — 3-4-16. 
Same with right — 1-16. 
Hands on hips — Place! 

6. Three gallop slides left forward, cross-step right in rear 

and bend knees — 1-4; same going backward right. 
Also left and right alternately around schoolroom. 
Hands — Down ! 

7. Inhale and exhale, slowly raising arms fore-upward and 

lowering. 
Game — Come along — double circle. 

JANUARY. 
Lesson Eight. 

Left— Face! 

1. Step left sideward — 1 ; cross-step right in rear — 2 ; step 

left sideward — 3 ; swing right foot behind left knee 
— 4; repeat to the right — 5-8. 
Hands on hips — Place! Front — Face! 

2. Low^er head left and stride left sideward — 1 ; lower head 

to right — 2; return — 3-4-16. Repeat starting right 
— M6. 
Hands — Down ! 

3. Raise arms sideward and step left sideward — 1 ; raise 

arms upward — 2; return — 3-4-16. Repeat stepping 
right sideward — 1-16. 

4. Bend trunk left and raise arms sideward — 1 ; bend trunk 

to right— 2; return— 3-4-16. 
Left— Face! 

5. Step left sideward and raise arms sideward — 1; raise 

right leg sideward and arms upward— 2; return — 3- 

4- 16. Repeat to the right— 1-16. 
Hands on hips — Place ! 



25 



6. Three glides left sideward and cross touchstep right 

in rear with bending knees on four. Repeat to the 
right — 5-8. Polka rhythm. 
Hands — Down ! 

7. Inhale and exhale, slowly raising arms side-upward and 

lowering. 
Game — Wand wrestling contest. 

Lesson Nine. 

1. March three steps backward, closing on four; raise 

heels and arms backward — 5-6; lower — 7-8. Repeat 
going forward. 
Hands on hips — Place! 

2. Lower head and stride left backward — 1; lower head 

forward — 2; return — 3-4-16. Repeat striding right 
—1-16. 
Hands — ^Down! 

3. Raise arms backward and stride left backward— 1 ; raise 

arms fore-upward — 2; return — 3-4-16. Repeat step- 
ping right. 

4. Bend trunk backward and bend arms upward — 1 ; lower 

trunk forward — 2; return — 3-4-16. 

5. Step left backward and raise arms backward — 1; raise 

right leg forward and swing arms forward — 2; return 
— 3-4-16. Repeat stepping right backward. 
Hands on hips — Place! 

6. Three glides backward left and cross touchstep right 

in rear with bending knees on four. Repeat going 
right backward. 

7. Inhale and exhale, slowly raising arms back-upward and 

lowering. 

Game — "Passing the bean bag in front." 

FEBRUARY. 
Lesson Ten. 

(To be given as free exercises or with dumbbells.) 

1. "Walk four steps forward — 1-|4; raise heels^ — 5; bend 

knees — 6 ; straighten knees — 7 ; lower heels — 8. Repeat 
marching backward — 9-16. 

2. Hands on shoulders — 1 ; stretch arms forward and lower 

head backward — 2; return — 3-4-16. 

3. Bend arms to thrust and stride left forward — 1 ; thrust 

arms upward and bend left knee — 2; return — 3-4-16. 
Repeat with right. 



26 



4. (a) Hands on shoulders and stride left forward — 1; 

lower trunk forward — 2 ; return — 3-4-16. 
(b) Hands on shoulders and stride right forward — 1; 
bend trunk backward — 2; return — 3-4-16. 

5. Bend arms to thrust and raise left knee forward — 1 ; 

thrust arms forw^ard and stretch left leg forward — 2; 
return— 3-4-16. 
Hands on hips — Place ! 

6. Step-hop forward alternately left and right for eight 

counts — 1-8; then eight marching steps forward — 9-16; 
alternate these two exercises continuously around the 
room. 

7. Inhale and exhale, slowly moving elbows backward and 

returning. 
Game — Eunning and hopping race. 

Run one length of space and hop on one foot coming back. 
Changing feet is a foul. 

Lesson Eleven. 

(As free exercises or with dumbbells.) 

1. Clap hands twice in front of chest and stretch arms 

sideward (quickly) — 1; clap hands twice and stretch 
arms down — 2. Repeat. 

2. Hands on shoulders — 1 ; stretch arms sideward and lower 

head left — 2; return — 3-4-16. Repeat to the right 
—1-16. 

3. Bend arms to thrust and stride left sideward — 1 ; thrust 

arms sidcAvard and bend left knee — 2; return — 3-4-16. 
Repeat to the right. 

4. Stride left sideward and place hands on shoulders — 1; 

bend trunk left — 2; return — 3-4-16. Repeat to the 
right— 1-16. 

5. Raise left knee sideward and bend arms to thrust — 1; 

stretch left leg sideward and thrust left sideward — 2; 
return — 3-4-16. Repeat to right^l-16. 

6. Step, hop, left and right, sideward, alternately — 1-8, and 

eight marching steps in place — 9-16. 
Hands an hips — ^Place! 

7. Inhale and exhale, slowly straightening arms sideward, 

palms upward and returning. 
Game — ''Fox and Hen." 



27 



MARCH. 
Lesson Twelve. 

(As free exercises or with dumbbells.) 

1. Left about face (one-half turn) in four steps. Repeat 

four times. Same turning right. 

2. Hands on shoulders — 1; lower head backward and 

stretch arms backward — 2; return — 3-4-16. 

3. Arms to thrust and stride left backward — 1 ; thrust arms 

upward and bend right knee — 2; return — 3-4-16. Re- 
peat right — 1-16. 

4. Stride left backward and place hands on shoulders — 1; 

turn trunk right and stretch arms upward — 2; return 
3-4-16. Repeat right— 1-16. 

5. Stride left backward and bend arms to thrust — 1 ; bend 

left knee and thrust backward — 2; return — 3-4-16. 
Repeat right — 1-16. 
Back of , hands on hips — Place ! 

6. Step, hop, left and right alternately, with raising oppo- 

site knee forward — 1-8, and eight marching steps in 
place — 9-16. 

7. Inhale and exhale, slowly straightening arms backward, 

palms forward, and returning. 
Game— ''The Beetle Is Out." 

Lesson^ Thirteen. ' 

1. March forward four steps, alternately with four steps in 

place, raising knees — 1-8, while passing through 
aisles. Always insist upon correct posture and light 
step. 

Arms upward — Bend ! 

2. Lower head forward — 1 ; circle left sideward-— 2 ; back- 

ward — 3 ; right sideward — 4-16. Repeat to right — ■ 
1-16. * 
Arms — Down ! 

3. Raise arms forward — 1 ; circle both arms downward 

and raise arms sideward — 2 ; return — 3-4-16. 
Hands on hips — Place! Stride left forward— Stand ! 

4. Lower trunk forward — 1 ; circle trunk to left — 2 ; back- 

ward — 3; to right side — 4-16. Change stride and re- 
peat to right. 
Close heels — Stand! Hands — Down! 



28 



5. ''Bent-knee step" left forward, raising arms fore-up- 

ward — 1; lunge left forward and swing arms fore- 
down and backward — 2 ; return — 3-4-16. Repeat right 
—1-16. 
Hands on hips — Place ! 

6. Change step forward twice — 1-4; bend and straighten 

knees twice — 5-8. Repeat backward — 1-16. 
Hands — Down ! 

7. Inhale and exhale, slowly raising arms fore-upward and 

lowering. 
Game — "Three Deep." 

APRIL. 

Lesson Fourteen. 

When exercising out of doors, wand lessons 6, 7, 8, 9 and 
10 should be taken instead of the lessons 14, 15, 16, 17 and 18. 
Hands on hips — Place! 

1. Raise left and right knee alternately — 1-4; stretch arms 

forward — 5; return — 6; repeat — (5-6)-7-8. Execute 
in quick rhythm. 
Arms upward — Bend! 

2. Lower head left sideward — 1 ; circle backward — 2 ; right 

sideward — 3 ; forward — 4-16. Repeat right — 1-16. 
Arms — Down ! ^ 

3. Raise both arms left sideward — 1 ; circle arms doAvn- 

ward and right side-upward — 2; return — 3-4-16. Re- 
peat beginning right — 1-16. 
Hands on hips — Place! Stride left sideward — Stand! 

4. Bend trunk left sideward — 1 ; circle trunk backward — 2 ; 

right sideward- — 3; forward — 4-16. Repeat to right 
—1-16. 

Close heels — Stand! Hands — Down! 

5. Bent-knee step left sideward and raise both arms left 

sideward — 1 ; lunge left sideward and circle arms 
downward and right side-upward — 2; return — 3-4-16. 
Repeat right — 1-16. 
Hands on hips — Place! 

6. Change step left and right alternately — 1-4; bend and 

straighten knees twice — 5-8. 
Hands — Down ! 

7. Inhale and exhale, slowly raising arms side-upward and 

lowering. 

Game — Relay Race with Bean Bags. 



29 



Lesson Fifteen. 

Hands on hips — Place ! 

1. Raise left and right lower leg backward alternately — 

1-4; stretch arms upward — 5; return- — 6; repeat — i 
(5-6)-7-8. 
Arms upward — Bend! 

2. Lower head backward — 1; left sideward — 2; forward 

— 3; right sideward — 4-16. Repeat right — 1-16. 
Arms — Down ! 

3. Raise arms backward — 1; swing arms fore-upward and 

bend knees — 2; return — 3-4-16. 
Hands on hips — Place! Stride left backward — Stand! 

4. Bend trunk backward — 1; circle trunk to left side — 2; 

forward — 3 ; right side — 4-16. Repeat right — 1-16. 
Close heels — Stand! Hands — Down! 

5. Bent-knee step left backward and raise arms backward 

— 1 ; lunge left backward and swing arms fore-upward 
2; return — 3-4-16. Repeat right — 1-16. 
Hands on hips — Place! 

6. Change step backward left and right — 1-4; bend and 

straighten knees twice— 5-8. 
Hands — Down ! 

7. Inhale and exhale. 

Folk Dance — Children's Polka. 

MAY. 

Lesson Sixteen. 

Hands on hips — Place! 

1. Raise left and right knee alternately — 1-4; clap hands 

in front of chest — -5 ; stretch arms forward — 6 ; re- 
turn — 7-8. Repeat several times. 

2. Turn head left and bend arms upward — 1 ; return head 

and stretch arms upward — 2 ; return — 3-4-16. Repeat 
right— 1-16. 

3. Stretch arms upward and raise l^ft knee forward — 1 ; 

lower arms forward and touchstep forward — 2; re- 
turn — 3-4-16. Repeat right — 1-16. 
Hands — Down ! 

4. Bend arms upward and lower trunk forward — 1 ; raise 

trunk and stretch arms upward — 2; return — 3-4-16. 
Hands on hips — Place! 

5. Raise heels and stretch arms upward — 1 ; bend knees and 

bend arms upward^ — 2; return — 3-4-16. 



30 



6. Bent-knee step left forward — 1 ; change to right forward 

with a hop — 2; repeat this exercise continuously hop- 
ping lightly on ball of foot. 
Hands — Down ! 

7. Inhale and exhale, slowly raising arms fore-upward and 

lowering. 

Folk Dance — Swedish Clap Dance. Part I. 

Lesson Seventeen. 

Hands on hips — Place! 

1. Raise left and right knee alternately — 1-4; clap hands 

in front of chest — 5 ; stretch arms sidew^ard — 6 ; re- 
turn — 7-8. Repeat several times. 

2. Low^er head left and stretch arms sideward — 1 ; place 

hands on shoulders — 2 ; return — 3-4-16. Repeat right 
—1-16. 

3. Stretch arms upward and raise left knee sideward — 1 ; 

lower arms sideward (shoulder high) and touchstep 
" sideward — 2; return — 3-4-16. Repeat right — 1-16. 
Hands — Down ! 

4. Place hands on shoulders and bend trunk left — 1; 

straighten trunk and stretch arms upward — 2 ; return 
—3-4-16. Repeat right— 1-16. 
Hands on hips — Place! 

5. Raise heels and stretch arms sideward — 1 ; bend knees 

and place hands on shoulders— 2; return- — 3-4-16. 

6. Bent-knee step left sidcAvard — 1 ; change to right side- 

ward with a hop — 2 ; repeat this exercise continu- 
ously. 
Hands — Down ! 

7. Inhale and exhale, slowly raising arms sideward and 

lowering. 

Folk Dance — Swedish Clap Dance. Part II. 

JUNE. 

Lesson Eighteen. 

Hands on hips — Place! 

1. Raise left and right knee alternately — 1-4; clap hands 

in front of chest — 5 ; stretch arms upward — 6 ; return 
—7-8. 

2. Lower head backward and stretch arms upward — 1 ; 

place hands on shoulders — 2 ; return — 3-4-16. 



31 



3. Stretch arms upward and raise left lower leg backward 

— ^1 ; place hands behind neck and tonchstep left back- 
ward — 2; return— 3-4-16. Repeat right — 1-16. 
Hands — Down ! 

4. Place hands on shoulders and bend trunk backward — 1 ; 

straighten trunk and stretch arms upward — 2; return 
—3-4-16. 
Hands on hips — Place! 

5. Raise heels and stretch arms upward — 1 ; bend knees and 

place hands on shoulders — 2; return — 3-4-16. 

6. Bent-knee step left backward — 1 ; change to right back- 

ward with a hop — 2. Repeat continuously. 
Hands — Down ! 

7. Inhale and exhale. 
Game— 'Dodge Ball." 

Exercises with Wands for Seventh and 
Eighth Grades. 

Lesson One. 

1. March three steps forward, close heels on four — 1-4; 

bend knees and raise arms forward — 5; return — 6; 
repeat — 7-8. Repeat several times. 
Wand in rear of shoulders — Place ! 

2. Touchstep left backward — 1 ; lower head backward — 2 ; 

return — 3-4-8. Repeat right — 1-8. 

3. Raise wand horizontally left forward, right hand under 

left shoulder — 1 ; wand horizontally upward — 2 ; re- 
turn— 3-4-16. 

4. Stride left forward and raise arms fore-upward — 1 ; 

lower trunk forward — 2; return — 3-4-16. Repeat 
right— 1-16. 

5. Bent-knee step and wand horizontally left forward — 1 ; 

touchstep left backward and straighten right leg with 
wand horizontally upAvard — 2; return — 3-4-16. Repeat 
—1-16. 

6. Jump in place on both feet four times — 1-4. Jump 

twice to a side stride position — 5-8. Repeat. 

7. Inhale and exhale, raising heels and arms fore-upward 

and lowering. 
Game — ^Running and Hopping Race. 

Run one length of space and hop on one foot coming back. 
Changing feet is a foul. 



32 



Lesson Two. 



1. March two steps left sideward — 1-4; bend knees and 

raise arms f orAvard — 5 ; return — 6 ; repeat — 7-8. Ke- 
peat toward right — 9-16. 
Wand in rear of shoulders — Place! 

2. Touchstep left and lower head left sideward — 1 : return 

—2-8. Repeat right— 1-8. 
Wand in front — Lower! 

3. Raise wand horizontally left sideward — 1 ; swing arms 

downward and raise wand vertically right upward, 
left hand at right shoulder — 2; return— r3-4-l 6. Repeat 
opposite — 1-16. 

4. Stride left sideward and raise wand horizontally left 

sideward— 1 ; swing arms downward, raise wand ver- 
tically right upw^ard and bend trunk left — 2; return 
— 3-4-16. Repeat beginning right — 1-16. 

5. Bent-knee step left and wand horizontally left sideward 

— 1 ; touchstep left in rear and swing the wand down- 
ward to vertically right upward — 2 ; return — 3-4-16. 
Repeat right — 1-16. 

6. Step, hop, left and right alternately with raising oppo- 

site knee forward — 1-8 ; and eight marching steps in 
place — 9-16. 

7. Inhale and exhale, raising heels and arms fore-upward 

and lowering. 
Game Tug of War. 

Lesson. Three. 

1. March three steps backward, close heels on four — 1-4; 

bend knees and raise arms forward — 5 ; return — 6 ; 
repeat — 7-8. Repeat marching forw^ard. 
Wand in rear of shoulders — Place! 

2. Touchstep left backward and turn head left — 1 ; return 

—2-8. Repeat right— 1-8. 

3. Raise wand horizontally fore-upward — 1 ; lower wand 

left obliquely backward, right hand over right shoul- 
der — 2; return — 3-4-16. Repeat right — 1-16. 

4. Stride left backward and raise arms fore-upw^ard — 1 ; 

turn trunk left and lower wand left obliquely back- 
ward — 2; return — 3-4-16. Repeat right — 1-16. 

5. Bent-knee step left backward and wand fore-upward — 1; 

touchstep left forward and lower wand left obliquely 
backward — 2; return^ — 3-4-16. Repeat right — 1-16. 



33 



6. Change step forward twice — 1-4; bend and straighten 

knees twice — 5-8. Repeat backward — 9-16. 

7. Inhale and exhale, raising heels and arms fore-upward 

and lowering. 
Game — Three Deep. 

Lesson Four. 

1. Four marching steps forward — 1-4; half turn left with 

four steps in place and bending arms upward, stretch- 
ing arms upward, bending arms and lowering — 5-8. 
Repeat going back to place — 9-16. 

2. Bend arms upward and lower head backward — 1 ; re- 

turn— 2-16. 

3. Bend arms upward — 1; stretch arms upward — 2; return 

—3-4-16. 

4. Lunge left forward and raise arms fore-upward — ^1; 

lower trunk forward and bend arms upward — 2; re- 
turn — 3-4-16. Repeat right — 1-16. 

5. Lunge left forw^ard and bend arms upward — 1; change 

of knee bending and stretch arms upward — 2; return 
—3-4-16. Repeat right— 1-16. 

6. Triple stamp hop left and right — 1-8 ; and eight march- 

ing steps in place — 9-16. 
Note — Step and stamp with left foot — 1; hop on left foot 
three times, raising right leg backward — 2-3-4. (Triple 
stamp hop.) 

7. Lihale and exhale, raising heels and arms fore-upward 

and lowering. 
Game — Relay Race with Bean Bags. 

Lesson Five. 

1. March two steps left sideward — 1-4; half turn left with 

four steps in place and bending arms upward, stretch- 
ing arms upward, bending arms, and lowering — 5-8. 
Repeat going back to place — 9-16. 

2. Lower head left and raise wand horizontally left side- 

ward — 1 ; return — 2-8 ; repeat to right — 1-8. 

3. Raise wand left vertically upward, right hand at left 

shoulder — 1 ; swing down and right vertically upward, 
left hand at right shoulder — 2; return — 3-4-16. 

4. Lunge left sideward, wand left vertically upward — 1; 

swing wand down and right vertically upward with 
bending trunk left — 2; return — 3-4-16. Repeat right 
—1-16. 



34 



5. Lunge left sideward, wand left vertically upward — 1 ; 

change knee bending swing wand down and right 
vertically upward — 2; return — 3-4-16. Repeat right 
—1-16. 

6. Change step left and right sideward — 1-4; bend and 

straighten knees twice — 5-8. 

7. Inhale and exhale, raising heels and arms fore-upward 

and lowering. 

Game — The Beetle is Out; or Folk Dance: Children's Polka. 
Lesson Six. 

1. Four marching steps backward — 1-4 ; half turn left with 

four steps in place, bending arms upward, stretching 
arms upward, bending arms and lowering — 5-8. Re- 
peat going back to place — 9-16. 

2. Turn head left and swing wand left obliquely backward 

— 1; return — 2-8. Repeat right — 1-8. 

3. Swing wand left obliquely backward — 1 ; stretch arms 

upward, wand horizontally — 2 ; return — 3-4-16. Repeat 
right — 1-16. 

4. Lunge left backward and wand left obliquely backward 

— 1 ; turn trunk right and stretch arms upward — 2 ; 
return — 3-4-16. , Repeat right — 1-16. 

5. Lunge left backward and wand left oblicjuely backward 

— 1 ; change knee bending and stretch arms upward 
— -2 ; return — 3-4-16. Repeat right — 1-16. 

6. Touchstep left forward — 1 ; left backward — 2 ; change 

step left forward — 3-4; repeat right — 5-8, around the 
room or yard. Alternate with marching steps. 

7. Inhale and exhale, raising heels and arms fore-upward 

and lowering. 

Game — The Beetle is Out; or Folk Dance: Swedish Clap 
Dance. Part I. 

Lesson Seven. 

1. Raise left and right knee alternately with raising arms 

forward and lowering — 1-4 ; bend arms upward — 5 ; 
raise heels and stretch arms upward — 6; return — 7-8. 
Repeat several times in quick rhythm. 
Wand in rear of shoulders — Place! 

2. Stride left backward and lower head backward — 1; re- 

turn— 2-8. Repeat right— 1-8. 
Wand in front — Lower ! 



35 



3. Raise left arm forward and right arm upward (wand in 

oblique position) — 1; wand left vertically upward, 
right at left shoulder — 2; return — 3-4-16. Repeat 
right— 1-16. 

4. Stride left forward and place wand in rear of shoulders 

— 1; lower trunk forward — 2; return — 3-4-16. Stride 
right forward and bend trunk backward — 1-16. 

5. Raise left leg forward, left arm forward and right arm 

upward (wand in oblique position) — 1; bent-knee step 
left backw^ard, wand left vertically upward — 2; return 
—3-4-16. Repeat right— 1-16. 
Touchstep left forward — Stand! 

6. Hop on right foot and tap lightly with left foot — 1-4; 

change position and tap lightly with right foot — 5-8. 
Repeat continuously. 
Closed feet position — Stand ! 

7. Inhale and exhale, raising heels and arms fore-upAvard 

and lowering. 
Folk Dance — Swedish Clap Dance. Part II. 

Lesson Eight. 

1. Raise left leg and arms sideward — ^^1 ; return — 2; repeat 

right — 3-4 ; bend arms upward — 5 ; stretch arms up- 
ward — 6; return — 7-8. Repeat several times in quick 
rhj^thm. 

Wand in rear of shoulders — Place! 

2. Stride and lower head left sideward — 1 ; return — 2-8. 

Repeat right — 1-8. 
Wand in front — Lower! 

3. Raise left arm sideward and right arm upward — 1 ; 

wand left vertically upward, right hand at left shoul- 
der— 2 ; return— 3-4-16. Repeat right— 1-16. 

4. Stride left sideward and place wand in rear of shoul- 

ders — 1; bend trunk left— 2 ; return — 3-4-16. Repeat 
right— 1-16. 

5. Raise left leg sideward and left arm sideward, right- 

upward — 1 ; bend right knee to bent-knee step position, 
wand left vertically upward— 2 ; return — 3-4-16. Re- 
peat right — 1-16. 
Touchstep left sideward — Stand! 

6. Hop on right foot and tap lightly with left foot — 1-4; 

change position and tap lightly with right foot — 5-8. 
Repeat continuously. 
Closed feet position — Stand! 

36 



7. Inhale and exhale, raising heels and arms fore-upward 

and lowering. 
Game — Dodge Ball. 

Lesson Nine. 

1. Kaise left leg backward and arms fore-upward — 1; re- 

turn — 2 ; repeat right — 3-4 ; bend arms upward — 5 ; 
stretch arms upward — 6; return — 7-8. Repeat several 
times in quick rhythm. 
Wand in rear of shoulders — Place ! 

2. Stride left backward — 1 ; turn head left — 2 ; return — 3- 

4-16. Repeat right— 1-16. 
Wand in front — Lower ! 

3. Wand left obliqueh^ backward, right hand over right 

shoulder — 1 ; wand left vertically upward, right hand 
at left shoulder — 2; return — 3-4-16. Repeat right — 
1-16. 

4. Stride left backward and place wand in rear of shoul- 

ders — 1; turn trunk left — 2; return — 3-4-16. Repeat 
right— 1-16. 

5. Raise left leg backward and Avand left obliquely back- 

ward — 1 ; bent-knee step left forw^ard and wand left 
vertically upward — 2 ; return — 3-4-16. Repeat right 
—1-16. 

6. Jump to side stride position with quarter turn left — 1 ; 

jump to closed feet position — 2 ; repeat three times, 
thus making a complete turn — 3-8 ; eight marching 
steps in place — 9-16. 

7. Inhale and' exhale, raising heels and arms fore-upward 

and lowering. 

Game — Progressive Dodge Ball ; or Red, AVhite and Blue. 
Lesson Ten. 

1. Raise left knee and arms forward — 1 ; return — 2 ; repeat 

— 3-4 ; raise heels and arms fore-upward — 5 ; bend 
knees and lower arms forward (shoulder high) — 6; 
straighten knees and arms upward — 7 ; lower heels 
and arms — 8. Repeat several times. 

2. Bend arms upward and lower head backward — 1 ; stretch 

arms upward — 2 ; return — 3-4-16. 

3. Wand vertically in front of body, left arm up and right 

arm down— 1 ; cross arms in front of body, right arm 
on top, wand horizontal — 2; return — 3-4-16. Repeat 
opposite — 1-16. 



37 



4. (a) Lunge left forward, wand vertically left hand high 

in front of body — 1 ; cross arms in front, right 
over left, and lower trunk forward — 2; return — 
3-4-16. Repeat right and bend trunk backward 
—1-16. 

(b) Repeat (a) left and right sideward — 1-16. 

5. Raise heels and wand in front of body — 1; bend knees 

and cross arms in front of chest — 2; return — 3-4-16. 

6. Jump to a side stride position — 1; jump to crossed feet 

position — 2 ; return to side stride — 3 ; jump to closed 
feet position — 4. Repeat continuously. 

7. Inhale and exhale, raising heels and arms fore-upward 

and lowering. 
Game — Passing Relay. 



38 



Gaines for Fifth, Sixth, Seventh and Eighth 

Grades. 



Three Deep. 

(Tag the Third.) 

Arrange the players in a large circle, standing two deep 
(one behind the other). Now select one pair as a runner and 
a catcher. The runner runs around the outside of the circle 
and places himself in front of a pair, thereby forming a rank 
of three, ''three deep." This must never be. The last one of 
these three, therefore, runs and places himself in front of 
some other pair, again forming three, etc. In the meantime 
the catcher is chasing the runner, trying to tag him before 
he places himself in front of a pair. As soon as the runner is 
tagged he becomes chaser, and the former catcher is the run- 
ner. The game then continues. In order to have a splendid 
game, note the following: Do not allow any running through 
the circle; insist that the players always run around the out- 
side. Do not allow the playing of "partners," and encourage 
short runs outside, so as to get quick changes. If some players 
persist in running around the circle once or oftener, put them 
in the center of the circle to watch and learn how the game 
ought to be played. Do not allow the boys to indulge in hard 
slapping. 

Jumping Circle. 

(Hopping Circle, Shotbag.) 

Form the players in a circle. The pupils face inward and 
are about two steps apart. Get a rope, about twelve feet long, 
with a beanbag tied to the end of it. One of the players stands 
in the center and swings the rope around in a circle, keeping 
the bag close to the ground. As the rope approaches each 
player, he hops upward and over the swinging bag. Who- 
ever is struck by the bag or rope steps out of the circle. In- 
sist that the bag be swung close to the ground, and, with timid 
players, that it is not swung too rapidly. 



39 



End Ball. 

(A preparatory game leading up to Captain Ball.) 

The field is a thirty-foot square, divided into two equal 
parts. Across the outside end of each field is a smaller field, 
or base, three or four feet deep. Any number may play. They 
are divided into two teams. About one-third of each team are 
basemen, who take their places in the base or outer field at one 
end, while the others are guards, and take their places in the 
inner field on the opposite side of the center line. 



w 


A 


A 


A 


A 


A 


A 




B 


B 


B 


B 


B 


B 




B 


B 


B 


B 


B 


B 




A 




A 




A 




N9 




A 




A 




A 


r 


A 


A 


A 


A 


A 


A 




B 


B 


B 


B 


B 


B 



30 ft. 



The game may be played in halves of five minutes or for any 
length of time. Play is continuous during this time. 

A point is made whenever a basemen cathces the ball (a 
basket-ball) from a guard of his own team. 

Rules — ^The game is in charge of a referee, w^ho calls all 
fouls. At the beginning of the game (or at the beginning of 
each half) he tosses the ball up in the center, between two 
opposing guards. 

All players must keep within their own fields. 

If the ball rolls or is thrown over the boundary line of any 
field, the player nearest the line in that field gets the ball, 
and brings it in to the line, at the point where it crossed. 
From there he throws the ball to one of the players in the 
same field. 



40 



Corner Ball. 

The field is an oblong, 30 feet by 40 feet, divided into two 
equal parts. (Any space may be used if this size is not avail- 
able.) Each part contains two bases, placed in the far cor- 
ners. A third may be added if desired. (See diagram.) 

Any number may play. They are divided into two teams. 
Two players of each team are basemen and the others are 
guards. Their positions are shown in the diagram. 

The bases are three (3) feet square. 

The object of the game is to throw the ball from a guard 
to a baseman of the same team. 

The game is played in halves of five (5) or more minutes 
each. Play is continuous during this time, the only stop being 
that made to call a foul. 

A point is made whenever a baseman catches a ball (a bas- 
ket-ball) from one of the guards of his own team. It must be 
a fair throw — that is, the ball must not touch the ground, 
wall, or ceiling before being caught by the baseman. 

Rules— Guards are not allowed to cross the center line, nor 
to step into the bases, nor out of the field of play. 



B 



B 



B 



B 



B 



B 



B 



B 



B 



B 



B 



30 ft. 



41 



Basemen must always have both feet in their bases, but 
they are allowed to jump up to catch the ball. 

The game is in charge of a referee, who calls all fouls. At . 
the beginning of each half he tosses the ball up in the center 
of the field, between two opposing guards. In case of a foul 
he gives the ball to a guard of the other team. 

There shall be a scorer, who is also timekeeper. 

If in the course of play the ball rolls or is thrown off the 
field, it shall be brought back by a guard of the team whose 
line is crossed. He shall put the ball in play by standing on 
the line, at the place where the ball left the field, and throw 
it to one of the guards of his own team. 

Fouls are made as follows : 

1. Carrying the ball (taking more than one step). 

2. Striking or touching the ball when it is in the hands of 
a player. 

3. Holding, pushing, striking, or tripping an opponent. 

4. Stepping across the center line, or out of the field, with 
one or both feet. 



In most playgrounds it is best to run this race ^'to and fro," 
as a shuttle race. Divide the players into teams of eight 
pupils each. Each team is so arranged that four stand at one 
end of the space to be covered and the other four at the other 
end : 



The first one of each half "toes the scratch." The com- 
mands for starting the race are: ''Get on your marks;" ''Get 
set;" "Go." Upon the command, "Go," No. 1, who has a 
flag (a handkerchief or a stick) in his hand, runs across the 
course and hands the flag to No. 2. No. 2 immediately runs 
across and hands the flag to No. 3 (who in the meantime has 
toed the scratch line), and so on, each member of the team 
running across the space once. The other teams of eight are 
doing likewise. The team getting its eighth runner across the 
line first wins. 



Relay Race. 




42 



Hopping Contests. 

(a) Hop and Pull — Divide the players into ''ones" and 
''twos." The twos march twelve steps forward and face left 
about. Now let the first eight of each side step forward, and 
each pair of opponents grasp right hands. Upon the com- 
mand, "Go," they all hop (on one foot) and try to pull their 
opponents over to their side. The side having pulled over the 
greatest number wins. In case a player is forced to place both 
feet on the floor, the opponent wins. Then take the next eight, 
and so on. 

(b) Hop and Push — Proceed as above. The opponents now 
grasp each other's shoulders, and while hopping try to push 
one another over into their territory. 

(c) Foot in the Ring (Boys) — Divide the players into squads 
of about eight. For each squad draw on the ground a circle 
of about two feet in diameter. Boy No. 1 comes forward, 
places one foot in a ring, bending the knee and having the 
weight of his body over this foot. He then folds his arms and 
awaits the attack of pupil No. 2, who, also having his arms 
folded, hops forward. No. 2 hops around No. 1 (who keeps 
changing his front to where No. 2 is) until he finds a chance 
to attack No. 1 and, while hopping, push him out of the cir- 
cle. If he succeeds, he wins, and takes the circle. No. 3 coming 
forward to attack him, and so on. If, however, during the 
contest No. 2 gets both feet on the floor,_he loses, and No. 3 
then comes forward to attack No. 1. The player in the ring, 
so long as his foot is in the circle, may cause the attacker to 
fall by evading or dodging him. The arms always must re- 
main folded, and the pushing must be done with the shoulders 
and never with the raised arms. For very skillful players, 
an exciting contest is had by putting two attackers against the 
one in the ring. 

(d) Free Hopping (Rooster Fight — Boys) — Divide the play- 
ers as above. This contest calls for the highest display of 
skill and endurance. Two players with folded arms hop about 
freely, each trying to force the other to place both feet on the 
ground, either by pushing or by dodging an attack. If in 
trjdng to avoid a fall a player touches the ground with his 
hand or any other part of his body except the foot he is hop- 
ping on, he is out. Players are not allowed to change feet 
during a "bout." The arms always must remain folded and 
held close to the chest. 

43 



4 



Ring-Toss. 



This is a game of skill. Divide the players into as many 
squads as there are sets of rings. A ring-toss set consists of 
two bases and four rubber rings. The bases are placed from 
ten to fifteen feet apart. Each player gets two rings. Points 
are made by tossing the ring as close to the pin as possible. 

A variation of this game is to draw three circles around 
the base, about one, two and three feet from the pin. Allow 
five points for a toss into the outer circle, ten points into the 
next, fifteen into the third, and tw^enty-five if a "ringer" is 
made. Horseshoes will answer where no rings can be had. 



(a) Overhead — Divide the players into three divisions, or 
as many divisions as there are basket-balls or round footballs 
to play with. Arrange them in three flank ranks, one pupil 
standing behind another, the one standing in front having a 
ball. Upon command, No. 1 passes the ball over his head 
into the hands of No. 2 ; he passes it to No. 3, and so on until 
the last one gets the ball. 



1. 2. 3. 4. 5. 6. 7. 8. etc. First Team. 



1, z, 3. 4. 5. 6. 7. 8. etc. Second Team. 




Ball Relay. 





<- 




8. 



etc , Third Team. 



4-1 



As soou as lie lias it lie races along the right side, places him- 
self in front of his rank, and then the relay again takes place 
from the first to thejast. The last one again runs to the head 
of his rank and starts the relay, and so on until every player 
in the rank has run to the front. The last runner will be the 
pupil who originally headed the rank. 

N. B. — Dumbbells, potatoes, handkerchiefs or any other ar- 
ticles may be used in place of balls. 

(b) Between the Feet — A variation of the above game con- 
sists in having the players bend forward and stand with their 
feet apart. The play then consists of passing the ball backward 
between the feet. Every player must touch the ball as it is 
passed backward. 

(c) Over and Back — Divide the players into as many divi- 
sions (or teams) as there are balls. Each team now counts off 
from right to left. The even numbers take four steps forward 
and face left about. Upon the command, ''Go," No. 1 passes 
the ball over to No. 2, he to No. 3, he to No. 4, and so on. The 
team first getting the ball into the hands of its last member 
wins. The ball may also be relayed to the last number of the 
team and then l>ack again into the hands of the first. 




An interesting variation of the game is found by reciuesting 
each team member to bounce the ball on the floor once and 
catch it before throwing it over to the next player. 

Bouncing may be replaced by tossing the ball up into the 
air, or by bouncing first, then tossing up before throwing 
over to the next. 

Chase Ball. 

(Cold Weather Game). 
Divide the players into divisions of about twelve each. 
Each division is again divided into two teams. A basket-ball 
or football is given to one team, whose members throw the 
ball to one another. The other team tries to intercept and 
catch the ball. If they succeed, they try to keep the ball in 
their possession as long as possible. The players run about 
within the territory allowed them. The ball must never be 
taken out of a player's hands, and no tackling or rough play 
is alloAved. This is a splendid cold weather game. 



45 



Overtake. 



(Chase-Relay.) 

Tlie game of overtake belongs to the relay class, the object 
of the game being to relay a large, hollow ball (a cap, a hat, 
a dumbbell, a handkerchief filled with grass, etc.) from one 
point to another faster than the object moved by the rival 
team. The game may be played in various ways. 

(1) In its simplest form the players form a front circle, 
facing inward. Two balls are used, one being given to a 
player standing at one side, and the other to a player who 
stands at the opposite side of the circle. (See diagram.) 

(- ' H 



Upon command, the ball is thrown to the player standing at 
the left. He throws it to his neighbor at the left, etc. Every 
player must catch the ball, no player to be passed. Who 
misses the ball must pick it up and thj"ow it to his neighbor. 
The object of the game is to have one ball "overtake" the 
next. As a variation more balls may be used; also, balls of 
different weight and size. 

(2) If played as a team game the players are numbered, the 
players with the odd numbers forming one team, the balance 
the other team. The game is started as described above, each 
team having one ball (which is thrown only to its own mem- 
bers). The side overtaking the other wins the game. 

Tkis game may also be played by giving the balls to two 
players standing next to each other. The balls should now be 
thrown twice (or three times) around the circle to see which 
team wins. This can readily be seen by having the first player 
raise his arms with the ball after this has completed its second 
(third) round. Placing the players far apart increases the 
difficulty of the game. 



46 



Volley Ball. 
(First Form— Throw the Ball.) 

(If a neutral territory is marked off close to the rope, this 
game is known as Newcomb.) 

The object of the different forms of volley ball is identical. 
It consists of passing a ball over a net (or a rope) from side 
to side. The game admits of being graded. The form here 
described consists of throwing a basket-ball from side to side 
over a net or rope stretched from five to seven feet above the 
ground (five feet is high enough for small players). The 
players are divided into two teams. The play field is approxi- 
mately 20 by 40 feet, the net or rope being stretched through 
the center, giving each team a play field of about 20 feet 
square. The players of each team are divided into forwards 
(those standing nearest the net), centers and backs. One team 
gets the ball. One of its players, usually a forward, throws 
the ball across the net in such a manner that it will be difficult 
for a p'layer on the opposite team to catch it. If it is not 
caught — i. e., if it touches the ground — the throwing team 
scores a point. Team No. 2 now throw|^he ball. A ball 
thrown so far that it falls outside the playfield does not count 
as a score for the throwing side. The game may either be 
played for a certain number of points or for a certain length 
of time. Should the sun, the wind, etc., favor a team, it is 
then advisable to change the fields after half of the game has 
been played. 

Pass Ball. 

The players stand shoulder to shoulder in a front circle. 
The object of the game is to pass a large, hollow ball (a club, 
dumbbell, stick, handkerchief, etc.) rapidly from one player to 
the next; no player may be skipped. One player is chosen, 
who is outside the circle, whose aim it is to tag the ball that is 
being passed along the inside. The player having the ball in 
hand w^hen it is tagged takes the place of the tagger. Should 
the ball be dropped and then be tagged by the tagger, the 
player in the circle who touched the ball last is "it:" 

Basket-Bail Far Throw. 

The ball must weigh not less than eighteen nor more than 
twenty-one ounces. It shall be thrown from over the head 
from a stand behind a line, knowm as the scratch line. The 
feet may not be moved during the throw, nor until the ball 
falls to the ground. Raising the heels shall not be considered 
moving the feet. To be a fair throw, the ball must fall inside 



47 



a lane, ten feet wide, running in the direction of the throw. 
Lines at right angles to the direction of the throw shall be 
drawn across the lane one foot apart. The distance of these 
lines from the scratch shall be distinctly marked to assist the 
judges in scoring. Credit will be given for whole feet only 
(no inches). 

Hurl-Ball Far Throw. 

Each contestant shall be allow^ed three throAvs. The hurl- 
ball shall be a sphere, the circumference of which shall be not 
less than tw^enty-four (24) and not more than tw^enty-five (25) 
inches, with a handle so attached as to keep the backs of the 
fingers not more than one inch from the surface of the ball. 
Its weight shall be at least tAvo pounds and not more than two 
and one-quarter pounds. The ball shall be thrown with one 
hand, from behind a scratch line, and with unlimited run. 
Crossing the line makes the throw without result. It shall, 
however, count as a try. The ball must fall betw^een tAvo lines, 
tAventy-five (25) feet apart and parallel, draAvn at right angles 
to the scratch line in the direction of the throAv. Credit Avill 
be given for Avhole feet only (no inches). 

ToA\^er Ball. 

The players are formed into a rather large circle. In the 
center of the circle a toAver is placed, made by tying together 
upper ends of three Avands ; (a number of clubs, hats, a bas- 
ket-ball, etc., maA^ also serve as a toAver). One or two players 
are selected as guards, being stationed Avithin the circle. The 
object of the game for the rest of the players is to destroy 
the tower by kicking a basket-ball against it. The ball must 
ahvays be kicked close to the ground. If the toAver is knocked 
doAvn, the player aa^io kicked the ball takes the place of the 
guard. If the guard upsets the toAver, he is replaced by 
another player. 

Rob and Run. 

Divide the players into tAvo teams, Nos. 1 and 2. The teams 
stand abotit sixty feet apart. TAventy-five feet from Team 
No. 1 place a box (or a chair, etc.), and upon this place a bas- 
ket-ball (a hat, etc.). The object of the game is to haA^e one 
player from each team run for the ball, get it, and return to 
his team before being tagged. Upon signal from the leader, 
the first player of each team runs forward. The ball being 
nearer Team No. 1, the player from that team naturally 
reaches the ball first, but as he must turn to get back to his 
base, interesting situations develop. If the runner from Team 



48 



No. 1 gets back before being tagged, his side scores one 
point. When all players have run, the sides exchange places, 
Team No. 2 being nearer to the ball. The side having the 
greatest number of runners untagged wins the game. 

An interesting variation of the game is had by placing an 
old hat (or a cap) on the box. The player getting the hat 
must put it on his head before running for his base. The 
pursuer has the right to snatch the hat off the runner's head 
and to put it on his own head while racing for his base. 
Should he get there with the hat on his head, his side scores 
a point. (The original possessor of the hat, naturally, tries to 
regain it.) 

Dodgeball. 

(In a Circle.) 

Dodgeball is one of the organized school games used for 
competition for which definite rules have been formulated. 
(For other forms, see the games of Grade 7.) 

1. The game shall consist of two halves, three minutes 
each. During the first half. Team A is placed around the out- 
side of the circle and tries to strike with a basket-ball the 
members of Team B, who are dodging about within the cir- 
cle. In the second half the positions and objects of the teams 
are reversed. 

2. For a match game, the circle shall be thirty-five feet 
in diameter for girls and forty-five feet for boys. 

3. Sixteen (or any other specified number of players) shall 
constitute a team. 

4. As soon as an inner player is touched by the ball on a 
fly or a bounce, or any part of his body or clothing, the referee 
shall signal and announce to the scorer a point for the outer 
team. The player struck remains in the game, and the game 
continues without interruption. If in a throw the ball strikes 
more than one member of the inner team, only one point shall 
be scored. The team securing the greatest number of points 
during the game shall be the winner. 

5. Players in the outer team must throw from outside the 
circle. If when throwing the ball a player touches the line, 
or the space within the line, with any part of his body, this 
shall be a foul throw. Should an opposing inner player be 
touched by such throw no point shall be scored. 

6. Should the ball, when thrown, remain in or rebound 
into the circle, a player from the outer team shall run in to 
get it. In order to make a fair throw, he must, however, again 
resume his place outside the circle; but he may (from within 



49 



the circle) throw the ball to one of his team mates, who may 
make a fair throw from outside the circle. 

7. Fouls: (a) If a member of the outer team carries the 
ball within the circle in order to pass it to another member of 
his team, it is a foul. The time lost in making him return 
to his position with the ball shall be considered sufficient 
penalty. 

(b) If an inner player blocks the progress of an outer player, 
handles the ball, or in any other way delays the game, the 
referee shall allow for the time wasted. He shall also allow 
for time lost through accident or other legitimate causes. 

8. The whistle is blown only for starting and stopping the 
halves and for fouls. 

Base Dodgeball. 

(Bull Pen.) 

The present form of dodgeball in a circle seems to have 
descended from the game of "Bull Pen." The game of base 
dodgeball is played as follows : Place as many small circles 
(about two feet in diameter) around the periphery of a large 
circle having a diameter of from forty-five to fifty feet. The 
pla^'ers of one team, the drivers, occupy the bases, and a like 
number of players are the bulls, who roam about the inside 
of the pen (the large circle). An indoor baseball is used. 
This ball must always pass through the hands of three base- 
men (drivers) before it ma}^ be thrown at a bull. If the bull 
is hit he is out of the game. If, however, the bull catches the 
ball, he may, from where he caught the ball, throw this at a 
driver, who may not leave his base. If the driver is hit, he is 
out of the game. Should he, however, catch the ball, he keeps 
his place and again starts the game by throwing the ball to 
one of his team mates. If one or more drivers are put out of 
the game, the other basemen may run and occupy the empty 
bases. 

After playing five minutes (or any other specified time), 
count the number of players left on each team, and then 
change places. At the end of the second half again count the 
players. The side having the greater number is the winner. 

Kickball. 

A game presenting a combination of several features of base- 
ball and football. Like in baseball, the object of this game is 
to circle around the four bases and thereby score a run for 
your team. 



50 



1. Teams are composed of nine players standing as indi- 
cated in the diagram. (In large classes more players may be 
placed as fielders.) 

2. No pitcher is needed. An oval football is used. The 
diamond is regulation size. 

3. The player opening the game takes the ball, and, stand- 
ing on the home plate, kicks it into the field either by means of 
a drop kick or a place kick. In doing this, he is not allowed 
to step beyond the home plate. If he wishes to take one or 
more steps before kicking the ball, he must begin behind the 
home plate. 

4. Except as follows, the regular baseball rules then apply : 

(a) If the ball is kicked outside the foul line on a fly, 
the player is out. 

(b) If the ball lands inside the foul lines and then 
.rolls out, this is a fair play. 

(c) A man on base cannot leave this base to run for 
the next until the ball is kicked. 

(d) After a kick, a player on base may run until he 
is put out according to the rules govering base- 
ball or until the ball has been placed on the home 
plate by an opposing player. If a runner is ap- 
proaching second or third base after the ball has 
been placed on the home plate he may continue 
until he reaches this base. This rule, however, 
shall not apply to a runner approaching the home 
plate; in oraer to score a run he must reach the 
home plate without being tagged with the ball. 

(e) A fielder may throw or kick the ball to his team 
mates. 

(f) Five outs shall end an inning and seven innings 
shall constitute a game. 

List of Folk Dances. 



Children's Polka. 
Hop Mother Annika. 
Highland Schottische. 
German Clap Dance. 
Bleking. 

Norwegian Mountain IMarch. 
Swedish Clap Dance. 



Oxen Dance. 
Chebogar (Hungarian). 
Irish Lilt. 

Kamarenskaja (Russian). 
Santiago (Spanish). 
Tarantella (Italian). 
Csardas (Hungarian). 



Music for these dances has been reproduced on phono- 
graphic records. These will be found a great help in teaching 
the dances. 

51 



